Michelle Fenn 21st Century Learning, Behaviour Management, Building Inclusion, Challenging Topics, Classroom Management, Inquiry, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education, Mindfulness, Modern Learning, Professional Learning and Growth, Questioning, Resilience, Students as Teachers, The Global Competencies

Say Less, Ask More

Sometimes the smallest change can make a huge difference, especially in education. Things such as greeting students individually upon arrival at school can set the tone for the entire day.  Small changes in habitual behaviours can improve communication and relationships with students.

Over the last few months I’ve been reading the work of Michael Bungay Stanier.  Most recently I’ve been reading “The Coaching Habit: Say Less, Ask More and Change the Way You Lead Forever”.  I admit, that at first blush, it doesn’t sound as though this book has much relevance to elementary education.  However, as I was reading I kept making connections to communicating with students more effectively to encourage independence.  As learning becomes more inquiry based in many classrooms, teachers are having to move into more of a coaching role.  I think that the education sector as a whole has made some assumptions that teachers know how to be effective coaches and facilitators.  In my own teaching practice, there has been a huge learning curve.  Teaching through inquiry isn’t about leaving students to their own devices.  Students generally aren’t familiar with the curriculum and other than being children, they aren’t experts on child development.  Educators have to be guides for student learning.  But what exactly does that mean and how do we transition to this type of teaching?

For me the biggest change and challenge in becoming more of a guide in my classroom was talking less and letting the students do the learning. I am a problem solver, helper and rescuer and I’m sure many teachers can relate, which is why it is so hard to be quiet and back off.  I’ve also learned that asking questions might be easy, but asking effective questions is a skill for teachers and students alike.

So what did I learn from a “coaching” book that might help a classroom teacher? Keep in mind, these examples might be better suited for the older grades.  You might need to keep it a bit more simple for Kindergarten.  However, in most cases, better questions get better answers.  Here are some examples:

A student comes in from recess and is visibly upset.  Instead of asking, “What’s wrong? Did something happen at recess?  Can I help?”  Try asking just one question, “What’s on your mind?” and then be quiet and listen. The question “What’s on your mind?” is a focused question and invites someone to get into the heart of the matter. Sometimes all that is needed is a venting session and the child feels better.  You don’t always have to be a rescuer or problem solver. Most of the time, kids just want to be heard.

Normally in a situation like this I’ll ask, “Can I help?’ or “Would you like some help?”  However, the small change to “HOW can I help?” helps the student to articulate their request.  In addition, it gives them the opportunity to identify the solution and not have the adult jump in to solve things for them.

Tweaking the questions that we ask could improve communication and lead to more effective answers.  In addition, asking focused questions could empower students and lead to more independence. Michael’s work and questioning techniques are helpful for dealing with the people in your workplace.  You can sign up for Michael Bungay Stanier’s “The Coaching Habit” Podcast online and find other great coaching resources at Box of Crayons .

 

Michelle Fenn 21st Century Learning, Behaviour Management, Building Inclusion, Classroom Layouts, Classroom Management, Combined Grade Classes, Constant Learning, Design, Diverse Learning Needs, Flexible Classroom, Inclusion, Inspiring Students, Learning About Your Students, Professional Learning and Growth, self reflection, Wellness

Triggers and Habits in Teaching Part One

Dreaded Seating Arrangements

Almost every teacher I talk to says, “I have a really difficult class this year.”  The difficulties identified are most often tied to “behaviour” issues.  In my experience effective classroom “management” can be connected to dynamic programming and developing solid relationships with students. Many of us go to things like Class Dojo or incentive programs to “manage” behaviour and some have their merits.  However, they might “manage” behaviour, but does it help student to learn to self-regulate?  I understand that there are students who have behaviour safety plans that can provide challenges and I do not mean to downplay the effect that even one student’s behaviour can have on an entire class.  However, there are ways in which we can have small tweaks in our triggers and habits in teaching that will have a positive outcome on developing a community of learners.

So what is a trigger?  A trigger in psychological terms can  used to describe sensations, images or experiences that re-visit a traumatic memory.  It can also mean to make something happen very quickly; a reaction.  It is also referred to as an event that kicks off the automatic urge to complete a habit.*  Habits are seen as something that people do often or regularly.  Habits can even be unconscious behaviours and sometimes difficult to stop.  What do triggers and habits have to do with teaching?

Over the years I think I have become more self aware in the classroom about my own triggers and habits.  It is easy to continue to do a routine in a classroom simply because it is something that we have always done. Even when we have sound pedagological reasoning, it can be difficult to change or cease a habit. For example, for many years I put names on the desks of students before they entered the classroom on the first day of school.  I don’t really know why I began this habit.  Besides a wedding, some kind of gala or a reservation at a restaurant, I get to choose where I sit every day.  It is a fairly important life skill.  I’m not going to find my name on a seat on the city bus.  Once I recognized that this routine was purely out of habit and was “triggered” by the first day of school, I decided to change it up.  On the first day of school with a grade 4-5 class, the students came into the room and sat wherever they wanted. I admit that this made the perfectionist in me who loves order, routine and habit rather uncomfortable.  I had some students sit in groups, some in pairs and some on their own.  Then we had a class meeting about how they had felt when they entered the room and had to make their seating choice.  There was talk of anxiousness, sweaty palms, heart rate increase, fear of missing out and for some it was no big deal.  I decided to create a google form to survey the students about where to sit in the classroom, how often we would change it up and who would decide.  The results of the survey were fascinating.  Some students wanted me to choose where they sat and wanted to have that same spot every day for 194 days.  Some never wanted to “sit” in a group but wanted to be a part of it during group work time.  We came up with a plan that each Monday the students would choose where to sit for the week and the students who wanted a regular spot would be able to keep it and the other students would respect their choices without question.  We also had some extra choices for seating that students could go to if their choices for that week weren’t working out.  The students gained incredible insight into self-regulation.  I heard things like, “I sat with Gracie all week and we’re such good friends, I didn’t get my work done so I’m not going to sit with her next week.”  or  “I don’t hang out with Olivia but I know she is a serious student so I’d like to sit with her in a group.”

It isn’t easy to be self aware while we are trying to keep our head above water, collect permission forms, listen to announcements, adjust our day plan for the assembly that was announced, deal with a parent that wants to chat in the hallway AND teach curriculum.  I GET that…however, being aware of triggers and habits and making small tweaks to our teaching behaviour can make a big difference in our classroom community.

*106:Triggers-The Key to Building and Breaking Habits, Chris Sparks, 2018

 

Michelle Fenn 21st Century Learning, Behaviour Management, Building Inclusion, Challenging Topics, Classroom Management, Communication Tools, Constant Learning, Diverse Learning Needs, General, Inclusion, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Mental Health, Mindfulness, Professional Learning and Growth, Resources, self reflection, Teacher Appreciation, Teacher Wellness, Wellness, wellness

Daring Classrooms

I state the obvious when I say that teaching is a demanding job.  If you are reading this, you are most likely a teacher and this is not news to you.  I’d like to highlight a resource that feeds the soul of a teacher (and quite frankly a human being) while also providing some strategies for integrating that soul feeding into your classroom practice for your students.  Wait, what…that exists?  It is a website from Brene Brown called Daring Classrooms.  If you haven’t heard of her yet, you can find “The Call to Courage” on Netflix and/or her Ted Talk on Vulnerability.  She is inspirational in leadership, in life and in work.  Here is a snippet from her #DaringClassrooms website:

“Teachers are some of our most important leaders. We know that we can’t always ask our students to take off the armor at home, or even on their way to school, because their emotional and physical safety may require self-protection.

But what we can do, and what we are ethically called to do as teachers, is create a space in our schools and classrooms where all students can walk in and, for that day or hour, take off the crushing weight of their armor, hang it on a rack, and open their heart to truly being seen.

Teachers are the guardians of spaces that allow students to breathe and be curious and explore the world and be who they are without suffocation. Students deserve one place where they can rumble with vulnerability and their hearts can exhale.

And what I know from the research is that we should never underestimate the benefit to a child of having a place to belong—even one—where they can take off their armor. It can and often does change the trajectory of their life.

Teachers: Everyday should be Teacher Appreciation Day. I am so grateful for you and your willingness to show up and create brave, safe spaces where our children can learn, grow, and be seen.”

Some of the short (8-12 minute) video resources from Daring Classrooms include:

How do we avoid the pressure to please?

How do teachers manage oversharing?

How do we help parents understand failing as part of the learning process?

Does the word “disappointed” shame students?

In addition to the video resources there are free downloads for resources, parenting the classroom and daily life.  There are pdfs that you can print out for working with students.  My favourite one is the list of core emotions.  Sometimes when students have triggers they can’t always name or explain the emotion that caused the trigger in behaviour.  Being able to learn about the names and the definitions of core emotions is helpful for students to self-regulate.

Every year in a classroom brings new challenges.  In fact, every day in a classroom will bring on a new challenge.  I hope that as you lead your own #DaringClassroom you will find this resource helpful and that it may feed your teacher soul.

Kelly.McLaughlin Behaviour Management, Celebrating Success, Classroom Management, First Week Reflections, Flexible Classroom, Inspiring Students, Learning About Your Students, self reflection, Start of the year, Student Ownership, Wellness

School year start up

A new school year has begun again and I am once again teaching grade eight, in my opinion, the most exciting and enriching grade I have taught so far.

The first few weeks have been incredible because of the honest conversations we had week one about how great their year can be if they make it that way. We talked about fun trips, ideas and awards that go on during their grade eight year. We talked about what the ideal classroom looks like, sounds like and smells like (ha!) so we made some ideas on how we can achieve those goals. The students have done an amazing job so far on adhering to all of the goals they set out for our own classroom.

A few things have been making this start up so incredible:

  1. There are many student leaders in the classroom who have helped to set the tone for all of the other students in the room. They model positive behaviours and shut down negative ones. There is little to no times where I have interjected to tell them what I expect because another student has already done that for me.
  2. I have already received the help during breaks and afterschool of about 9 or 10 students with teams that go on at our school. These leadership activities have made them stand out in the classroom as well as the extra responsibility has made them thoroughly enjoy each day. That feeling that they are making a difference in their school shows everyday in their mood and behaviours. I am hoping even more students will be interested in these opportunities as only ten of the 26 have stepped up so far. I have awarded these students with small circular stickers that they put on their desk organizers. At the end of the year, we will see who has volunteered the most and those students will be eligible for a token of appreciation (not sure what that will look like yet). It will also help the staff with selecting grade eight awards because they will see who has given up so much of their time for our school community.
  3.  I have offered students homework to complete every night which will help them prepare for grade nine. 19 out of the 26 students have taken this homework and completed it each night. I have three ESL students who I am working on preparing appropriate homework for them so then it will be 22 out of 26. We take up this homework each morning and new homework is given out every night before they go home. The fact that it is optional makes students actively take the initiative to better themselves and their after school time. I am so proud of these students as I mentioned it will help them get ready for grade nine and the few students who took that opportunity last year had the highest marks in the school (they won the principal’s award). It is great hearing groups of students want to hang out after school to work on homework. It is definitely a good after school option for them.
  4. I also have offered students level four or above and beyond opportunities that go with each task we have completed as a class. Seeing those 10-12 students select that option is awesome as they are actively selecting to do better and to challenge themselves each day. I remember being in school not knowing the difference between all of the levels and not knowing how my teacher came up with my mark. I make sure all of my students know how they can excel to the highest level possible.

 

I think all of these things working together have made it impossible for the students in my room to have a negative experience or to make the day negative for someone else. It is incredible to see such focus and leadership day to day and it makes me so proud of my class. I was away last week at a junior baseball tournament (coached by two of my students) and my supply left only this note, “Your class rocks!” This would not have been possible last year as I must have missed many of these steps in the school year start up. I am really hoping the year will continue in this positive manner.

Having faith in your students and challenging them daily is the best way to go 🙂

Kim Cousin Behaviour Management, Building Inclusion, Classroom Management, Combined Grade Classes, Flexible Classroom, Math, Use of Technology, Using technology well

Robotics and Coding in Action

Reflections and Observations from Robotics/Coding classes…

While currently working for several days on coding plus Lego robotics in three math classes: two grade 5/6s and one grade 7/8 class, I had the most interesting experience on a recent Friday.

An assumption, as the technology leader and I were planning out the lessons and build, was that many students would get a lot of satisfaction from building the robots, before coding them. So we had the whole first day where they built the Express Bot and then dismantled them so the next group could build. It was ok… but still some bickering, and such.

The next day was completely focused on learning how to code the robots.

It was like turning a switch on. The focus, engagement and successes were amazing. Not a single behavioural issues. The one class has math every day during the final hour of school. Half the time it is a challenge to manage this class. Many of the students are identified and probably more will be in the future. These students achieved as much as the other classes, and more. They were totally immersed in their tasks and goals. They were super excited to share with each other, help each other, share with the teachers and principal. They did not want to go home when the bell rang. We were basically speechless at the end of that class, due to the changes we had seen.

Other teachers were walking by to look on in amazement as the class exhibited the kind of learning skills and focused behaviour that was not usually observed. The students were collaborating and creating their own projects. Natural differentiation was created when working with these groups, especially as it was not guided instruction. Activities like this fill me with joy to see the success of many.  Today’s students,  tomorrows technology experts.

Michelle Fenn Behaviour Management, Building Inclusion, Classroom Management, Diverse Learning Needs, Equity, Mental Health, Mindfulness, wellness, Wellness

December…in the Classroom

December is an exciting and often hectic month in classrooms.  Holiday celebrations, snow days and events leading up to the break will provide some added complications to teaching.  Although these are things to consider every day, this time of year can be highly emotional and stressful for students and teachers. Here are some things to consider at this time of year:

1.  Be Flexible There will be many interruptions in the upcoming weeks and some of those events you might find out about over the announcements along with your students.  Go with the flow.  Whatever you had planned will keep until the next day.

2.  Be Culturally Aware and Respectful  There are many celebrations that go on in the month of December and they do not all occur during the two week break.  Be aware and respectful of the cultural diversity in your classroom around this time.

3.  Be Aware and Sensitive to the Needs of your Students  For many students breaks away from the routine and safety of school bring anxiety.  There will be homes in which the holidays provide unrest and economic stress.

4.  Prepare your Students When possible, remember to prepare those students who have difficulty with change in routine for upcoming events (that you know about).  Prepare them well in advance, keep using the visual schedules and calendars right up until the last day before the break.

5.  Keep them Working As much as possible, maintain daily routine and working on deep learning right up until the break.  Some students will sense the loss of routine and take that as a sign that the regular rules only loosely apply.

6. Avoid Busy Work  If you continue to plan deep learning and rich activities, students will stay focused and on task.  If you “write-off” December as a month that nothing meaningful gets done then that will be exactly what happens.  Report cards come quickly after the break so you will want to make sure that what you are working on in the classroom comes from curriculum expectations.

7.  Movie Time It is tempting to try to keep students calm by watching movies in the upcoming weeks.  Remember that whatever the students watch needs to be appropriately approved and should tie to the curriculum in a meaningful way.

8. Breathe December always seems as though it is rushing by at high speed.  Take time to connect with your colleagues in the staff room at break time, go for a walk or just have a quiet moment to sit in your classroom.  It will rejuvenate you for the rest of the day.

9. Extras It is easy to get caught up in the events in December.  You may want to try to avoid taking on extra responsibilities as a new teacher.  It is o.k. just to focus on your classroom.

Above all…

10.  Take Care of  Yourself  Sleep, exercise and nutritional balance are the ingredients for staying healthy through the winter months that are filled with colds and flu.  When you are sick, take the time to recover and be kind and forgiving to yourself.  You aren’t doing yourself, your colleagues or your students any favours by dragging yourself into work when you are ill.

You are almost at the first major milestone in the year.  The mid-point in the year comes during the first two weeks of February.  You can do this!

 

Kim Cousin Behaviour Management, Classroom Management, Constant Learning, Flexible Classroom, General, Health & Safety, Inspiring Students, Learning in a Real Life Context, Making a Difference Through Education, Mental Health, Mindfulness, Resilience, Teacher Wellness, Wellness, wellness, wellness

Mindful Pause, with or without Technology?

Everywhere I turn I see the effects of our technologically advanced world. Gains have been made in medical research, communication abilities, and advancements toward an easier life?
Some of the effects on individuals are now coming to light. Many people are connected to the internet 24/7. This is causing sleep disturbances, eye issues, addiction behaviours, and other physical ailments.

As a previous mental health professional I look at my present vocation in Education with that type of lens. I have practiced and taught Mindful strategies for many years now. I see the benefits of technology in the curriculum. I also observe the negative effects. I have noticed some educators looking for a researched solution to help calm, focus and ground their students. Some are now turning to all the apps, and internet connections to provide a quick and easily guided mindful activity. I think this may be counter productive to being present and in the moment. We are seeing the effects of this new age world and the fast pace it is changing. As educators we are up to date with the many changes or apprised to avenues in which to guide our charges.

When I guide a group through a mindful experience I eliminate as much technology or other electrical sources as possible. I then guide students into focusing on being present in their own body and mind through the use of many verbal scripts vocalized in a relaxed, quiet voice. These moments of taking a pause are valuable. We live in a busy, stressful society where a pause can assist in a healthy balance to our daily lives.

Links-
https://www.psychguides.com/guides/computerinternet-addiction-symptoms-causes-and-effects/

https://www.psychologytoday.com/us/blog/virtual-addictions/201710/tips-mindful-technology-use

http://meditationscience.weebly.com/what-is-mindfulness-meditation.html

Mindfulness Meditation: Guided Practices

Michelle Fenn Behaviour Management, Building Inclusion, Celebrating Success, Challenging Topics, Classroom Management, Communication Tools, Communication with Parents and Guardians, First Week Reflections, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education, Mental Health, Professional Learning and Growth, Start of the year, wellness, Wellness

Building Connections with Students

Be Authentic

The video of a teacher giving each of his students a “just for them” handshake each morning upon entry has gone viral.  His efforts to connect with students have been applauded.  I think that this is a wonderful way to create a bond between teacher and student; for THAT guy.  I know that this is not “my thing”.  If I were to choose to try this at the beginning of a new school year, it would not be genuine and it just wouldn’t feel right.  I’ve also often wonder what happens when a parent wants a word in the morning, or someone forgot their backpack on the bus, or there is a class trip leaving 5 minutes after the bell.  There are many ideas for connecting with students online, but you need to do what is genuine for you.  Otherwise, you won’t sustain it and the students see right through it.

Lunch

During the first few weeks of school I try to stay in my classroom while the kids eat lunch.  I will often eat my lunch at the same time as my students so that I can have the other half of lunch to relax, visit with colleagues or do some preparation.  I choose to do this for the first couple of weeks to make sure that the routines for lunch time are established and students understand my expectations around cleanliness, behaviour and technology use during lunch.  There are often different teachers on lunch duty, so it is helpful for them if the regular classroom teacher is in the room until they become acquainted with the students. When I take the time and effort to do this at the beginning of the year I find that there are less issues throughout the school year at lunch time.

Circle Chat

No matter what grade level, I have always started of my day chatting with kids.  In a circle format the students can share something, check in, ask a question or some days they pass (I will personally check in later to make sure everything is ok).  Sometimes we have topics, sometimes we have to discuss class updates but no matter what, we’ve connected in some way.  Yes, it takes instructional time.  Sometimes it takes up a LOT of time.  But, in my experience, it builds relationships with your students and saves time in the long run.

Front End Load Communication

Parents’ concern for the well being of their children seems to be at its highest point at the beginning of the school year.  It may be a new school, a new teacher, academic concerns from previous years or peer group concerns.  Taking the time to communicate during the first week of the school year by phone, note or at least a personal email in addition to class updates on websites or newsletters home will pay off during the rest of the school year.  The more you assure families that you are accessible and concerned about their child, the more supportive they will be if an issue arises.  Find the good in each student and make sure that you communicate it to families.  For the students that have academic or behaviour concerns, meet with families face to face as soon as possible.  Do not leave it until report card time.  I often start those conversations by asking them to voice their concerns, as well as asking their goals and hopes for their child for the school year.  Those positive and proactive attempts at communication at the beginning of the school year will go a long way with families and ultimately will benefit the student.

Take Your Job Seriously; Don’t Take Yourself Seriously.

About 10 years ago I picked up a pair of absolutely crazy novelty sunglasses.  No matter the weather, I wore them in the morning when I picked the students up at their bus lines and I wore them when I walked them out to their buses in the afternoon.  There were always comments from the students (and sometimes parents) and it was often a conversation starter when I could see that kids needed to be checked in on first thing in the morning or at the end of the day.  I began to get crazy sunglasses as gifts.  I now have about 60 pairs and wear different ones depending on my mood.  My staff humoured me and each wore a pair in the staff photo for the yearbook.  This might be something that you try in your classroom, I’m happy to share, but make sure it is something that suits you.

I remember being told by a colleague at the beginning of my career that you shouldn’t smile at your students during the first few weeks or even until Christmas.  I didn’t follow that advice, because it wasn’t genuine and authentic for me.  The way I see it, if you aren’t smiling at the beginning of the year, you can pretty much be guaranteed that you won’t be smiling at the end of the year!  Students feed off of the mood of the teacher.  Ultimately, the teacher makes the weather in the classroom.  There are days when I have to apply the “fake it until you make it” strategy and I smile until I really feel like smiling.  I also highly recommend a morning music mix for the way to work.  Put together 5 or 6 songs (or more depending on the length of your commute) that really motivate you, make you bouncy and make you smile.  On the days where I know I’m tense, in a mood or haven’t slept well I put this on during my drive and usually by the end I’m singing along and feeling better.  Then, I slide on those crazy sunglasses and I’m in tip-top teacher mode ready to greet every student with their name and a smile.  I may not have individual handshakes ready to go but after 23 years…I still start the year off smiling.

 

 

Deb Weston Anti-bullying, Behaviour Management, Building Inclusion, Classroom Management, Mental Health, Mindfulness, Special Education, wellness

Recognizing and Responding to Mental Health Problems Among Students

Supporting Minds

SupportingMinds

An Educator’s Guide to Promoting Students’ Mental Health and Well-being

Government of Ontario Draft 2013

Note that dealing with mental health problems among students is highly complex and challenging. Often students are not responsive to using mindfulness and self-regulation strategies as their significant mental health needs require the support of professionals such as doctors, psychologists, and therapists. Educators cannot diagnose mental health issues.

As stated below, educators can support their students by observing and documenting possible triggers and behaviours.

How to Use Supporting Minds Document

The Supporting Minds document is presented in two parts.

Part One provides an overview of mental health and addiction problems and guidance about the role of educators in supporting students’ mental health and well-being.

Part Two contains eight sections, each dedicated to a particular mental health problem. Each section is structured to first provide educators the information they need to recognize mental health problems in their students and offer appropriate support (under such headings as “What Is Depression?”, “What Do Symptoms of Depression Look Like?”, and “What Can Educators Do?”). Background information about the particular type of mental health problem is given towards the end of each section. Hyperlinks to resources that provide more detailed information are included throughout.

Please refer to the Supporting Minds document for more in depth information.

Knowing Your Students

A first step in recognizing whether a student has a mental health problem may be simply documenting the behaviour that is causing concern. School boards may have their own forms on which to record this information. Once several observations of the particular behaviour have been gathered, educators can share these with others who can help to develop a plan to manage the behaviour.

Educators should look for three things when considering whether a student is struggling with a mental health and/or addiction problem:

  • Frequency: How often does the student exhibit the behaviour?
  • Duration: How long does the behaviour last?
  • Intensity: To what extent does the behaviour interfere with the student’s social and academic functioning?

Highlighted Mental Health Challenges

1. Anxiety in Students

 COMMON SIGNS OF ANXIETY

Although different signs of anxiety occur at different ages, in general, common signs include the following. The student:

  • has frequent absences from school;
  • asks to be excused from making presentations in class;
  • shows a decline in grades;
  • is unable to work to expectations;
  • refuses to join or participate in social activities;
  • avoids school events or parties;
  • exhibits panicky crying or freezing tantrums and/or clingy behaviour before or after an activity or social situation (e.g., recess, a class activity);
  • worries constantly before an event or activity, asking questions such as “What if …?” without feeling reassured by the answers;
  • often spends time alone, or has few friends;
  • has great difficulty making friends;
  • has physical complaints (e.g., stomach-aches) that are not clearly attributable to a physical health condition;
  • worries excessively about things like homework or grades or everyday routines;
  • has frequent bouts of tears;
  • is easily frustrated;
  • is extremely quiet or shy;
  • fears new situations;
  • avoids social situations for fear of negative evaluations by others (e.g., fear of being laughed at);
  • has dysfunctional social behaviours;
  • is rejected by peers.

(Based on information from: CYMHIN-MAD, 2011; Hincks-Dellcrest-ABCs, n.d.) Note: This list provides some examples but is not exhaustive and should not be used for diagnostic purposes.

 STRATEGIES TO REDUCE STRESS FOR ALL STUDENTS

  • Create a learning environment where mistakes are viewed as a natural part of the learning process.
  • Provide predictable schedules and routines in the classroom.
  • Provide advance warning of changes in routine.
  • Provide simple relaxation exercises that involve the whole class.
  • Encourage students to take small steps towards accomplishing a feared task.

(Based on information from: CYMHIN-MAD, 2011; Hincks-Dellcrest-ABCs, n.d.)

See Supporting Minds document Table 1.1 for Specific strategies for supporting students with anxiety-related symptoms

2. Depression in Students

 COMMON SIGNS OF DEPRESSION

Some common signs associated with depression include the following:

  • ongoing sadness
  • irritable or cranky mood
  • annoyance about or overreaction to minor difficulties or disappointments
  • loss of interest/pleasure in activities that the student normally enjoys
  • feelings of hopelessness
  • fatigue/lack of energy
  • low self-esteem or a negative self-image
  • feelings of worthlessness or guilt
  • difficulty thinking, concentrating, making decisions, or remembering
  • difficulty completing tasks (e.g., homework)
  • difficulty commencing tasks and staying on task, or refusal to attempt tasks
  • defiant or disruptive behaviour; getting into arguments
  • disproportionate worry over little things
  • feelings of being agitated or angry
  • restlessness; behaviour that is distracting to other students
  • negative talk about the future
  • excessive crying over relatively small things
  • frequent complaints of aches and pains (e.g., stomach-aches and headaches)
  • spending time alone/reduced social interaction; withdrawn behaviour and difficulty sustaining friendships
  • remaining in the back of the classroom and not participating
  • refusal to do school work, and general non-compliance with rules
  • negative responses to questions about not working (e.g., “I don’t know”; “It’s not important”; “No one cares, anyway”)
  • arriving late or skipping school; irregular attendance
  • declining marks
  • suicidal thoughts, attempts, or acts
  • change in appetite
  • loss of weight or increase in weight
  • difficulty sleeping (e.g., getting to sleep, staying asleep)

(Based on information from: Calear, 2012; CYMHIN-MAD, 2011; APA, 2000; Hincks-Dellcrest-ABCs, n.d.) Note: This list provides some examples of symptoms or signs but is not exhaustive and should not be used for diagnostic purposes.

 STRATEGIES THAT CAN HELP ALL STUDENTS DEVELOP AND MAINTAIN A POSITIVE OUTLOOK

  • Support class-wide use of coping strategies and problem-solving skills.
  • Provide all students with information about normal growth and development and ways to cope with stress (e.g., ways to address peer pressure, build friendships, address depressive feelings, maintain good sleep hygiene, build exercise into each day).
  • Write instructions on the board to provide a visual cue for students who are having trouble focusing on spoken information.
  • Model and teach optimistic and positive attitudes, language, and actions.
  • Work with students’ strengths and build on them when they complete activities in class.
  • Provide students with responsibilities and tasks that they may enjoy (e.g., allow students who enjoy computer use to incorporate a computing component into tasks; allow art-loving students to choose illustrated reading materials).
  • Provide a space in the classroom for students to go to when they are feeling overwhelmed.
  • Help students to chunk assignments and prepare for tests well in advance of deadlines.

(Based on information from: Evans et al., 2002; Hincks-Dellcrest-ABCs, n.d.)

See Supporting Minds document Table 2.1 for Specific strategies for supporting students with depression-related symptoms

 3. Bipolar Disorder in Students

 COMMON SIGNS OF BIPOLAR DISORDER

Some common signs to watch for include the following:

  • extremely abnormal mood states (generally lasting weeks or more) and involving a depressed or manic mood
  • depressive symptoms (see the section on depression)
  • manic symptoms, including:
  • feeling extraordinarily self-confident, in a manner that is out of character for the student
  • extreme irritability or changeable, “up and down” (labile) moods that are not typical for the student
  • grandiose and illogical ideas about personal abilities (e.g., the student believes he/she has supernatural powers)
  • extremely impaired judgement compared to usual ability
  • a perception that thoughts are racing
  • extreme changes in speech, particularly very fast speech or talking as if he/she can’t get the words out fast enough
  • explosive, lengthy, and often destructive rages that are out of character for the student
  • new or marked hyperactivity, agitation, and distractibility
  • “dare-devil”, risk-taking behaviour

(Based on information from: CYMHIN-MAD, 2011) Note: This list provides some examples but is not exhaustive and should not be used for diagnostic purposes.

In addition, the cognitive functioning of students with diagnosed bipolar disorder may be affected, so that they have difficulty:

  • paying attention;
  • remembering and recalling information;
  • using problem-solving skills;
  • using critical thinking skills and categorizing and organizing information;
  • quickly coordinating eye-hand movements;
  • staying focused on a topic.

See Supporting Minds document Table 2.2 for Specific strategies for supporting students diagnosed with bipolar disorder

 4. Students with Attention and Hyperactivity and/or Impulsivity Problems

SUBTYPES OF Attention Deficit Hyperactivity Disorder

The following three subtypes of ADHD have been identified:

(1) predominantly inattentive (without symptoms of hyperactivity/impulsivity)

(2) predominantly hyperactive/impulsive (without symptoms of inattention)

(3) predominantly combined (symptoms of both inattention and hyperactivity/ impulsivity)

 (Eiraldi et al., 2012). The combined type (inattention and hyperactivity/impulsivity) is the most common of the three. (Based on information from: APA, 2000)

 COMMON SIGNS OF ATTENTION DISORDERS

Some common signs of attention problems and/or hyperactivity/impulsivity include the following:

Attention problems: The student:

  • is easily distracted;
  • fails to pay attention to details and makes careless mistakes;
  • forgets things (e.g., pencils) that are needed to complete a task;
  • loses things often;
  • has difficulty organizing tasks;
  • finds it hard to concentrate;
  • follows directions incompletely or improperly;
  • frequently doesn’t finish tasks;
  • does not listen to what is being said when spoken to;
  • avoids or shows strong dislike for schoolwork or homework that requires sustained mental effort (dedicated thinking).

(Based on information from: CYMHIN-MAD, 2011; APA, 2000; CAMH, 2007)

Hyperactivity/Impulsivity: The student:

  • has difficulty sitting still or remaining in seat;
  • fidgets;
  • has difficulty staying in one place;
  • talks excessively or all the time;
  • is overly active, which may disturb peers or family members;
  • has difficulty playing quietly;
  • is always on the move;
  • has feelings of restlessness (for adolescents);
  • is unable to suppress impulses such as making inappropriate comments;
  • interrupts conversations;
  • shouts out answers before the end of the question or without being called on;
  • hits others;
  • has difficulty waiting for a turn;
  • is easily frustrated;
  • displays poor judgement.

(Based on information from: CYMHIN-MAD, 2011; APA, 2000; CAMH, 2007) Note: This list provides some examples but is not exhaustive and should not be used for diagnostic purposes.

 STRATEGIES THAT PROMOTE A CALM CLASSROOM ATMOSPHERE TO HELP ALL STUDENTS PAY ATTENTION

  • Provide a structured environment and a consistent daily routine.
  • Provide advance warning of changes in routines or activities.
  • Establish a routine and set of rules for moving from one activity to the next.
  • Establish procedures that allow all students equal opportunities to participate in activities (e.g., establish rules for turn taking; arrange for everyone to get a chance to be first).
  • Provide easy-to-follow directions and instructions (e.g., explain one step at a time; chunk multi-step directions).
  • Post rules where everyone can see them.
  • Reinforce positive behaviour such as raising a hand before speaking, engaging in quiet work.
  • Provide opportunities to learn by doing to give students an outlet for excess energy.
  • Limit visual and auditory distractions in the classroom as much as possible while considering the needs of all students.
  • When talking to students, address them directly and use eye contact. Wait until a student is paying attention before continuing a conversation.
  • Avoid a focus on competition, as students’ urge to win or be first can increase the likelihood of impulsive behaviour.

(Based on information from: House, 2002; CAMH, 2007)

See Supporting Minds document Table 3.1 for Specific strategies for supporting students with attention and hyperactivity/impulsivity problem

5. Behaviour Disorder in Students

 COMMON SIGNS OF BEHAVIOUR DISORDERS

Some common indicators of problem behaviour include the following:

  • defiance (persistent stubbornness; resistance to following directions; unwillingness to compromise, give in, or negotiate)
  • persistent testing of limits (by ignoring, arguing, not accepting blame)
  • persistent hostile mood
  • lack of empathy, guilt, or remorse, and a tendency to blame others for his/her own mistakes
  • low self-esteem that may masquerade as “toughness”
  • acting aggressively
  • disobedience
  • oppositional behaviour (e.g., challenging or arguing with authority figures)
  • bullying, threatening, or intimidating others
  • initiating fights or displaying physical violence/cruelty
  • using weapons
  • stealing
  • deliberate destruction of property
  • frequent lying
  • serious violations of rules (e.g., in early adolescents, staying out late when forbidden to do so)
  • skipping school often
  • outbursts of anger, low tolerance for frustration, irritability
  • recklessness; risk-taking acts

Signs that the problem may be serious include the following:

  • The student shows problems with behaviour for several months, is repeatedly disobedient, talks back, or is physically aggressive.
  • The behaviour is out of the ordinary and is a serious violation of the accepted rules in the family and community (e.g., vandalism, theft, violence).
  • The behaviour goes far beyond childish mischief or adolescent rebelliousness.
  • The behaviour is not simply a reaction to something stressful that is happening in the student’s life (e.g., widespread crime in the community, poverty).

(Based on information from: APA, 2000; CPRF, 2005; Hincks-Dellcrest-ABCs, n.d.) Note: These lists provide some examples but are not exhaustive and should not be used for diagnostic purposes.

 STRATEGIES THAT PROMOTE POSITIVE BEHAVIOUR AMONG ALL STUDENTS

  • Provide predictable schedules and routines in the classroom.
  • Focus the students’ attention before starting the lesson.
  • Use direct instruction to clarify what will be happening.
  • Model the quiet, respectful behaviour students are expected to demonstrate.
  • Create an inviting classroom environment that may include a quiet space, with few distractions, to which a student can retreat.
  • Be aware of the range of needs of the students in the class in order to provide an appropriate level of stimulation.
  • Communicate expectations clearly and enforce them consistently. Use clear statements when speaking to students: “I expect you to …” or “I want you to…”.
  • Focus on appropriate behaviour. Use rules that describe the behaviour you want, not the behaviour you are discouraging (e.g., Instead of saying “No fighting”, say “Settle conflicts appropriately”).
  • At the beginning of the school year, clearly and simply define expectations for honesty, responsibility, and accountability at school. Repeat these expectations often to the entire class, especially when violations occur.
  • Don’t focus too much attention on children who blame others, since that might inadvertently reinforce the behaviour.
  • Begin each day with a clean slate.
  • Facilitate the transition from the playground to the classroom by calmly telling students when there are five minutes left and then one minute left in recess, encouraging them to prepare to come in, and helping them settle in class when recess is over. Schedule a predictable classroom activity that most students will enjoy to follow recess, to help provide a smooth transition.

(Based on information from: CYMHIN-MAD, 2011; Hincks-Dellcrest-ABCs, n.d; Lee, 2012)

See document Table 4.1 for Specific strategies for supporting students with behavioural problems in classrooms

 Please see the Supporting Minds  document for further information on 

  • Eating and weight-related problems in students
  • Substance use problems in students
  • Gambling in students
  • Self-harm and suicide in students

Taking care of self as an educator

(Supporting Minds, Appendix C: Mental Health Action Signs)

Your behavioural health is an important part of your physical health. If you are experiencing any of these feelings, let your doctor know.

  1. Feeling very sad or withdrawn for more than 2 weeks
  2. Seriously trying to harm or kill yourself, or making plans to do so
  3. Sudden overwhelming fear for no reason, sometimes with a racing heart or fast breathing
  4. Involvement in many fights, using a weapon, or wanting to badly hurt others
  5. Severe out-of-control behaviour that can hurt yourself or others
  6. Not eating, throwing up, or using laxatives to make yourself lose weight
  7. Intense worries or fears that get in the way of your daily activities
  8. Extreme difficulty in concentrating or staying still that puts you in physical danger or causes school failure
  9. Repeated use of drugs or alcohol
  10. Severe mood swings that cause problems in relationships
  11. Drastic changes in your behaviour or personality

Source: The Reach Institute, The “Action Signs” Project, p. 6. Retrieved from http://www.thereachinstitute.org/files/documents/action-signs-toolkit-final.pdf

Dealing with students with mental health needs can be very challenging and draining.

Be kind to yourself and practice self care.

Reach out for help and support if you need it.

Collaboratively Yours,

Deb Weston

 

Tammy Axt Behaviour Management, Classroom Management, General

Students who don’t like to dance

Have a class that doesn’t like to dance? Me too! If my class had a choice, they would rather do anything other than dance! Instead of forcing this group of really reluctant kids to dance before they were ready, I decided to take a different approach this year. Below is how I managed to get my group of anti-dancers moving and shaking one month into term two.

  1. The very first day together all we did was talk about their feelings towards dance. I listened closely to their concerns that dance is very embarrassing. I also listening to their concerns that they would be made to move to music that they found boring or really, really awful, as my one student put it. All in all, I spent day one with my students just listening to their reasons why they didn’t like dance.
  2. On day two, I came back to them and honestly told them that learning dance was not an option at school but that I had heard all of their concerns and had some ideas on how to address their problems with dance. I made a commitment that they could always choose their own moves, own music and that they wouldn’t have to share until they were ready.   (The music comes from a pre-approved list of songs that students submitted to me.)
  3. On day three, I reassured them again that I would never put them in a position where they would be forced to dance in front of other people until they were ready.
  4. On days four and five, everyone made a dance on an app. There is a free dance app that is hilarious, called Toca Dance. Everyone’s dance was hilarious and we laughed and began to look at some of the movements that the dancers made on the app.
  5. On day six, Students watched videos of dances that they liked and shared and spoke about what they liked about the dance.
  6. On day seven, we watched a VERY simple dance together and analyzed it. We saw that there were five moves, some locomotor and some non-locomotor. Their job was to create their own dances with five moves, both locomotor and non-locomotor. Some kids chose funny moves like those from the app and some chose serious moves. All students choose their own music.
  7. On day eight, students created their own dance with a partner to a piece of music of their choosing.

 

The most important lesson for me was taking the time to understand my students’ feelings. This was a group of students that really wanted to make their own creations and not have their creative process dictated by the teacher. They also really needed a safe place to make their creations. Once both of these needs were met, lots of boogieing and shaking started to happen.