Kelly.McLaughlin Constant Learning, First Week Reflections, Learning About Your Students, Mental Health, Mindfulness, Questioning, self reflection, Teacher Wellness, wellness

School year start up

Well we are already four weeks in and hopefully it has been a great start of the school year for everyone. I am now teaching a grade eight class, teaching math, science, history/geography, language, art and drama. I was overwhelmed at first thinking about all of the subjects I would be responsible for but I have such an amazing grade team so I am truly thankful for all of their support and activities that have been shared.

September is an important month to get to know your students for not only their likes and dislikes but just honestly, do they enjoy school? Every student has their ideas of teachers, rules, subjects, reading, the list goes on and on. Just listening to them talk to other students during class teaches you so much about their interests and about how they have been affected by various things in their past school years. By grade eight students either LOVE or HATE being in a school. I am now faced with the task of continuing to develop that love or trying hard to turn around the hate.

I have been looking at new apps, reading exciting activities for my class to try, looking at fun trips, trying to think of new clubs/teams and I am hoping that I will engage some students who have been disinterested in the past. It is definitely a year long task to try to engage and involve all students so I hope to continue on that journey each day.

On a personal note, as teachers we often feel many emotions at the end of each day. There are questions we ask ourselves and things we always wonder. The one I have been asking myself a lot lately is, “Did I get to everyone?” I feel that is the hardest thing to go home with at the end of each day. That is why I am trying this year to make a few notes on who to go to first the next day and then actually following up on those plans. I am fortunate to finish early at the end of my school day so I can finish all my school work around 3:30/4:00 pm. That gives me roughly six hours of “me” time! That time is so important for our mental health and it is something I am also hoping to focus on this year. Shopping. stair climbing, doing the laundry, making a fun dinner, watching an episode of my favourite show…just a few examples of things I can do each night to stay positive and enjoy each day to the fullest.

I am hoping to talk to my students tomorrow about how to use our after school time wisely to better ourselves and to really add to our day. Our day isn’t over after school and we should really do our best to enjoy the time we have to keep ourselves positive and to make the most of our day.

These are just a few things I have thought about as summer ended and our school year begins. These four works have not been the easiest as being permanent now full time in a very different setting has made me think differently but I am staying positive and really reflecting on the good at the end of each day and looking forward to working on new things the next day.

I am looking forward to posting every few weeks about exciting ideas that occur in my class as well as all the ways I am staying positive and making the most of each day!

 

Kim Cousin Assessment, Building Inclusion, Classroom Management, Communication Tools, Communication with Parents and Guardians, Curriculum Planning, Diverse Learning Needs, Inspiring Students, Learning About Your Students, Making a Difference Through Education, Mental Health, Special Education

Building a Community

School begins by building the student community. We invite guardians into the space and include them in building the environment.  Often this is done with a newsletter or email introducing the subjects and the adults whom have contact with each child.  Any special events or classroom supplies are mentioned to assist students with a successful transition into the new year. September is a great time to host a, “Meet the Teacher” event. This is a time when family are invited into the school.  They are able to see where their child is spending 1500 minutes a week. They are able to see what students are doing and where they do it.  Samples of the work students produce are displayed in and around the school. The learning environment set up and seating arrangements are unique to each area. Some educators will include special items to make the space inviting and safe.  These objects, such as specific lighting, and seating will be board approved to meet Health and Safety standards.

Getting to know the students begins the moment your class list is in your hands.  Every educator is responsible for reviewing and updating the IEP’s (Individual Education Plans) of their students.  This can provide valuable information about one’s learning.  A survey or the wonderful, “One Page Profile” is another way students can share more about themselves. This is complimented by a conversation with the individual.  Each board suggests specific assessment in each subject.  As an educator choose the assessment that will be most valuable to your curriculum direction and the individuals you are educating. Ensure it will provide information to direct your year plan and understand your learners.  Continuous contact with guardians is important to help develop the necessary inclusion of those in the student’s community. Some educators will call each home at the beginning of the year to introduce themselves. Some will send home a letter with information about themselves and the class.  Each day includes a variety of interactions.  If you begin slowly with non threatening activities that keep students within their comfort level, they will grow to be more receptive of inclusion and community building. The community circle for these students includes peers, educators, support staff, custodians, administrators, family members and many more. Community involvement helps grow the circle of support.

My year began in a similar way.  As I was gathering information and building the school community I reflected on many of the unique situations our students encounter.

One students’ parent has a brain tumour, another child’s father died in a motorbike accident yesterday. One individual got their first goal in hockey, and another preformed as a main character in the local theater group.  Everyone including your peers bring something different to their day.  It is important that what you see in that individual, may not be what is actually going on. Empathy, patience and a smile every morning can make wonders in a person’s life. The small steps of communication and goal setting will provide the school group with a strength based community who will support each other when they feel others care.

This is a valuable time to build the community in order to provide a safe supportive space for all. Congratulations on setting the stage and tone for the valuable learning that will happen this year.

 

https://www.friendshipcircle.org/blog/2012/11/20/10-items-every-special-educator-should-have-in-their-classroom/

http://www.sheffkids.co.uk/adultssite/pages/onepageprofiles-1.html

http://www.edu.gov.on.ca/eng/general/elemsec/speced/individu.html

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-work-classroom-types-small-groups

 

Kim Cousin Before School Starts, Celebrating Success, Inspiring Teachers, Mental Health, Resilience, self reflection, Start of the year, wellness, wellness, Women at Work

Happy New Year

As a parent and educator this time of year is a transition back into a regimented routine. It is the New Year.  New Year, for my child entering grade 3. New Year, for myself with a traveling (on a cart) assignment, Grade 5-8 Math and Self Contained Class coverage.

Preparation for this New Year celebration spans through the summer.  Beginning in June by sorting and putting away this past year’s materials. I’m always thinking about what the New Year will hold.  When I’m shopping and something catches my eye, I think, “Is it useful to me and my charges? Can I afford it? Will I use it?” As I unpack my storage areaZ, I find all kinds of collectables there.  I started teaching at the beginning of the technological age of the education system.  I still have materials necessary before the use of technology. This year, I found a grade 3, “Word Wall”. My child’s Grade 3 teacher, inherited this and a box of books for this level. whether she uses them or not, I feel great about the possibility.  Sharing with others brings me joy.

New Year is a great celebration, ringing in the new, decorating for the season, preparing for a fantastic time, thinking of all the details, and knowing that an unpredictable event will happen and I will have to adapt and be flexible to smoothly slide through it. As Educators we have a multitude of talents. We are planners, organizers, predictors, caregivers, decorators, researchers to name a few.  With all celebrations we plan and prepare well before the event. It is exciting to watch, assist and create space for the New Year.  It is exciting to meet the new educators, children, and families whom will help with the growing and learning for all.

During the summer, usually a few weeks before the New Year, nightmares enter my dreams which include, “I’m lost in the school. I’m late getting there. I forget the most important item of my plan.” My mother has been retired from teaching for over 20 years and still has these dreams/nightmares just before the New Year. I wake up in the night thinking about plans and details. I jot notes in preparation for the celebration back, then convince my brain to slow down and return to a resting place.

The preparations as an Educator include more than the New Year celebration.  These include preparing yourself and others for a change in routine. My child has appointments through the week.  I have to plan my life around these and my own appointments too. I have to prepare for travel to and from, meals to eat, clothes for the changing season and the New Year.  I have learned to slowly slide into these practices beginning before the New Year.  This gives my body  a chance to adapt to the earlier start times, bed times and daily expectations.  I began teaching later in life and my body and mind thank me, when I care for them.  Preparing for the New Year must include self care.  I have made realistic goals to care for myself, so I can continue to celebrate the New Year with the many people I affect.

As you prepare for your New Year events, be mindful of yourself and flexible in all the change that will happen during these times. Smile, walk proud and be kind is my continuous reminder every moment of this New Year celebration.

Kimberley Cousin

 

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.

 

 

Michelle Fenn Assessment, Celebrating Success, Classroom Management, Communication Tools, Communication with Parents and Guardians, Constant Learning, Inspiring Teachers, Mental Health, Mindfulness, Modern Learning, Professional Learning and Growth, Resources, self reflection, Start of the year, Technology in school, Use of Technology, wellness, wellness

My Yearly Notebook

Each summer I buy a brand new spiral bound notebook.  Not the skinny ones that you get in the 3 pack from Hilroy with the flimsy cover that rips within a few uses. I am particular about my stationary.  It may be a kind of a problem.  I get the 8 1/2 by 11 solid cardboard spiral bound notebook.  It is where I keep my lists.  Lists of things to buy for the classroom.  Lists of things I want to change in the physical space of my classroom.  Lists of books I’d like to read or add to my classroom library.  Lists of things to get done before September.  Lists of the curriculum topics I’ll be teaching and in what months I plan to teach them.  Lists of special events each month that I might highlight or celebrate with my students.  Lists…of lists.  I use that big notebook all school year long to add notes from meetings, professional development sessions and of course, more lists.  I have many already filled spiral notebooks of new ideas that I’d like to try over the school year on my shelf in my office.  This summer I realized something.  After the school year is over I have NEVER opened those notebooks again.  There are lots of great ideas in there that I didn’t implement and then I feel guilty about that!  Teacher guilt never seems to stop, unless of course, I choose to stop it.

This summer I quickly read the book, “Ditch That Textbook; Free Your Teaching and Revolutionize Your Classroom” by Matt Miller. It has fantastic teaching tips for technology integration in the classroom.  Although I do not have the desire nor the access to the 1:1 technology to go completely paperless, I found a lot of wisdom and great teaching tools in Matt’s book.  I have also provided a link to Matt’s blog.  Matt helped me to break a cycle.  I haven’t bought a spiral bound notebook this summer and I’m not planning on buying one.  Among many pieces of advice in the book, Matt suggests picking two new things that you are really excited about to add to your teaching practice, being clear about your intention for using those practices and following through.  I’ve been guilty of overdoing the professional learning to the point that I overwhelm my students by doing a whole bunch of new things all at once and then don’t end up sticking to any of them.  I also get overwhelmed by the many great ideas out there and wonder if I do something else, what I’ll have to give up doing.

I’ll admit that I’m already kind of cheating.  Instead of just choosing two teaching practices I’m also choosing two new technology platforms to learn about for next year.  One of the practices that I would like to get in the habit of doing is adding more descriptive feedback to assignments that students do online and have multiple opportunities for the students to respond to that feedback and re-submit assignments with changes.  The second thing that I would like to do is educate parents on how to leave constructive feedback for their students online rather than a thumbs up or “Good job!”  I plan on exploring the video and audio creation tools, WeVideo and Voki.  I may explore more than these but these are the ones that I am committed to doing.  Since I have written my commitment here on the blog, I also commit to sharing what I thought about those tools in a review format.  If you get a chance to read Ditch That Textbook, I highly recommend it. It is a quick read with great already-made lists and hey, it made me “Ditch That Notebook”.

 

Michelle Fenn Constant Learning, Inspiring Teachers, Making a Difference Through Education, Mental Health, Mindfulness, Professional Learning and Growth, Resilience, wellness

Teacher Guilt

I have felt guilty about my job since the first year that I started teaching.  I have always felt that I did not do enough, didn’t contact parents enough, didn’t make it fun enough, didn’t write down observations or assessments enough, didn’t do enough intervention with those struggling readers, writers, mathematicians, didn’t do all of the wonderful Pinterest extras, didn’t go above and beyond enough, didn’t volunteer for enough extra curricular activities, didn’t give enough timely critical feedback, didn’t document behaviour enough, didn’t post enough on Seesaw and the big one is not feeling like I get enough work done on the weekend.  When I told a colleague about this recently he said, “If you were only doing half of the things that you do, you would still be working harder than me and a whole bunch of your colleagues!” I thought to myself, “Really?  I thought everyone else was working harder and doing more than I was and seemed to have it all together.”  The truth of it is though, most of us feel like I do and we feel the same way about our colleagues.   Rationally, I know that we can’t “do” it all.  However, I somehow feel that I might if I just keep trying!  Crazy, right?

I lamented to a friend recently that I don’t get enough done on a weekend and always feel guilty on Sunday night.  “I have 48 hours every weekend.  You’d think I’d be able to get something done! I manage to watch Netflix and read my book.  Why do I feel like such a lazy teacher every Sunday night?”   Her wise answer was this, “You think you have 48 hours to do work?  I suggest you write down what you do in a weekend, write everything down from sleeping to eating to doing the laundry and driving your son around.  You’ll see you don’t have 48 hours to do work.  You also need to balance with family time and self care.  Reading your book or watching Netflix is not being a lazy teacher.  It is practicing self care.”  So, I did it.  I wrote down everything I did in a weekend.  Guess what?  I had precisely 3-4 hours to do some teacher type work which is on average the amount of work I do practically every weekend.

Social media keeps me connected with friends and family all over the world.  Sometimes, however, it also becomes a land mine for guilt.  I find myself thinking, “I should be doing that or what a great idea!”  I used to send home a hand painted pumpkin at Halloween and hand painted Christmas decorations for every student every year. When I stopped doing it, no one said a word. That is not what the students remember me for years later.  They remember the connection and the relationship.  They remember my quirky sense of humour and the hand puppet named Butch who is a little irreverent and likes to use the word underwear in whatever song it will fit.  I have discovered that I’m not the Pinterest teacher and I have to be okay with that.

After20+ years of teaching I still struggle in thinking that I haven’t done enough but I’m trying to look at all of the things that we have accomplished this year rather than all of the “great ideas” on the many lists that I didn’t accomplish.  I will cut myself some slack.  I will look at self care as a positive and necessary thing and not a lazy one.  On the lists I make now I will put family time first, accompanied by good sleeping habits and good eating habits.  Keeping me healthy makes me a better teacher and a better person.  So if you struggle like I do, here is a video that a friend suggested to me to help me get through those negative self-talk times when I feel that I am not enough.

Stop It.

You won’t regret watching it.  I promise it will make you smile.

Deb Weston false allegations, Health & Safety, Learning About Your Students

Know Your Responsibilities Dealing with Safety in Learning Environments

school-safety-clipart-1

As teachers, it is our responsibility to keep our students safe at school. I tell my students that keeping them safe is my first job as their teacher. My second job is to teach them something. As a teacher, knowing your rights and responsibilities in the teaching profession is key to protecting yourself and your students. Below is a a short summary of highlighting areas that I thought would be relevant to new teachers. In the endeavor to be accurate, I decided to copy sections from the advisory instead of paraphrasing. Please refer to the Ontario College of Teachers’ document, Professional Advisory on Safe Learning Environments 2013 for further details.

Professional Advisory on Safe Learning Environments 2013

(The Council of the Ontario College of Teachers approved this professional advisory on April 4, 2013.)

INTRODUCTION (as per OCT): When student safety and well-being are involved, teachers’ “foresight, knowledge and professional judgment are essential … Recognizing student vulnerability and acting to mitigate it is a teacher’s professional responsibility”.

ETHICAL UNDERPINNINGS (as per OCT): The Ontario College of Teacher’s Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession state that the ethical standard “principle of care holds that members express their commitment to students’ well-being and learning through positive influence, professional judgment and empathy in practice.”

LEGAL IMPLICATIONS (as per OCT): Relevant legislation, policies, standards and guidelines for legal implications include the Child and Family Services Act and the Occupational Health and Safety Act. “For example, under the Child and Family Services Act, OCT members are obligated to report any suspicions to a children’s aid society that a child is or may be in need of protection. The obligation to report directly is on the individual — teachers cannot rely on another person to report on their behalf.”

DISCIPLINARY IMPLICATIONS (as per OCT) : “The responsibility of Ontario Certified Teachers for student safety extends to their treatment of students during daily interactions. Not following the advice contained in the professional advisory could lead to issues of professional misconduct.”

ADVICE TO MEMBERS: MINIMIZE THE RISKS (as per OCT) :  See document, Professional Advisory on Safe Learning Environments 2013, for further details.

KNOW YOUR PROFESSIONAL RESPONSIBILITIES (as per OCT): “Ontario Certified Teachers have a professional responsibility through due diligence to safeguard and educate students who have been placed under their care. Jointly with school administrators and key stakeholders, teachers are responsible for creating safe and healthy instructional settings integrating hazard identification, assessing the risks and controlling the situation in all aspects of the facility. Due diligence refers to taking every precaution reasonable in the circumstances to avoid injuries.”

 

A FRAMEWORK FOR DEALING WITH SAFETY IN LEARNING ENVIRONMENTS (as per OCT)

 

RECOGNIZE, REPORT AND REFLECT (as per OCT)

Recognize: that incidents involving student safety generally occur when teachers least expect them.

Report: Following a safety-related incident, report the incident and actions you have taken to your direct supervisor and to appropriate health and safety representatives.

Reflect on the incident:

  • What happened?
  • Was my reaction appropriate? Yes/No. In what way?
  • Was my conduct in keeping with the ethical standards of my profession (care, respect, trust and integrity)?
  • Was my conduct in keeping with the standard of commitment to students and student learning?
  • Do I review safety instructions and procedures regularly and make improvements, as needed?
  • What could or would I do differently if faced with another similar situation?
  • Do I know how to recognize an unsafe situation and where can I go to better prepare or access additional training?
  • What have I learned from this experience?
  • Would others benefit from what I have learned and how can I share this information?

ACT PROFESSIONALLY (as per OCT): Know your obligations, Talk with other professionals, Regard your own professional development as a personal responsibility.  See document, Professional Advisory on Safe Learning Environments 2013, for further details.

Ontario Certified Teachers should be able to say with confidence (as per OCT):

  • My actions show that I treat students with care, respect, trust, and integrity.
  • I am aware of the legal parameters that guide my professional practice.
  • I am familiar with my school/employer’s policies and emergency procedures regarding student safety.
  • I reflect on past occurrences, monitor ongoing situations, and prepare for the unexpected.

As a teacher, I know my first priority is to keep my students safe. For students, school should be a safe place to learn without verbal, physical, psychological, emotional and/or sexual harm. While ensuring a safe learning school environment, it protects both students and teachers.

To protect yourself and your students, know your rights and responsibilities.

Collaboratively Yours,

Deb Weston

Professional Advisory on Safe Learning Environments 2013

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

 

Deb Weston Challenging Topics, General, Health & Safety, Learning About Your Students, Making a Difference Through Education, Mental Health, Mindfulness, Resilience, wellness

Building Self Care and Resiliency for Educators

120701_133238-Bronte_Great_White_Oak_Tree

Road rerouted to preserve 250 year old Bronte White Oak Tree 

“The strongest oak of the forest is not the one that is protected from the storm and hidden from the sun. It is the one that stands in the open, where it is compelled to struggle for its existence against the winds and rains and the scorching sun.” Napoleon Hill (1883–1970)

Building Self Care and Resiliency for Educators

As educators, we deal with students and colleague who are under stress. As educators, we are at risk of being physically, mentally, and/or emotionally worn out due to our role as caregivers to our students. This feeling of being worn out can be referred to as compassion fatigue or secondary traumatic stress (Figley, 1995). Charles Figley states that “there is a cost to caring.”

The best way to deal with and limit compassion fatigue is through early recognition and self awareness.

A. Tips for Educators

(adapted from Charles Figley, 1995)

1. Be aware of the signs of compassion fatigue

  • increased irritability or impatience with students
  • difficulty planning classroom activities and lessons, decreased concentration
  • feeling numb or detached from students’ challenges
  • increased feelings and intrusive thoughts about school or dreams about challenges in school

2. Reach out for support – Don’t go it alone

  • isolation can impact ability to cope
  • get support from colleagues or your school teams
  • ask for support from administration

3. Recognize compassion fatigue as an occupational hazard

  • when educators open their hearts and ears to students’ trauma, compassion fatigue can occur
  • having a strong reaction to student trauma is not a sign of weakness or incompetence but instead it is means you care … it is the cost of caring

4. Seek help with your own trauma by seeking support for self

  • educators’ unresolved issues can put them at more risk of compassion fatigue or stress
  • seeking support for self can help educators deal with limiting compassion fatigue or stress

5. Attend to self care

  • self care is an effective way to guard against burn out from compassion fatigue or stress
  • self care helps educators deal with challenging workplace stress
  • key self care strategies include eating well, sleeping well, exercising, taking a break during the workday, taking time to self-reflect, making time to de-stress
  • know your triggers for stress

B. Stress management: Know your triggers/stressors

In order to manage stress better, you need to know your stressors or triggers. (Adapted from Mayo Clinic Staff, n.d.)

Main types of stress: Stress is your body’s reaction to the demands of work and life. Stressors are events or conditions in your surroundings that may trigger stress. Your body responds to stressors differently depending on whether the stressor is new or short term (Acute stress) or whether the stressor has been around for a longer time (Chronic stress).

Acute stress: Also known as the fight-or-flight response, acute stress is your body’s immediate reaction to a perceived threat, challenge or scare. The acute-stress response is immediate and intense, and in certain circumstances it can be thrilling. Examples of acute stressors include having a job interview or getting a speeding ticket.
A single episode of acute stress generally doesn’t cause problems for healthy people. However, severe acute stress can cause mental health problems — such as post-traumatic stress disorder. It can also cause physical difficulties such as tension headaches, stomach problems or serious health issues — such as a heart attack.

Chronic stress: Mild acute stress can actually be beneficial — it can spur you into action, motivate and energize you. The problem occurs when stressors pile up and stick around. This persistent stress can lead to health problems, such as headaches and insomnia. The chronic-stress response is more subtle than is the acute-stress response, but the effects may be longer lasting and more problematic.

Effective stress management involves identifying and managing both acute and chronic stress. Check out developing a self care plan below!

C. Build Resiliency

(Adapted from CAMH Resiliency & Short Term Self Care, n.d. )

Resilience is frequently described as the capacity to thrive and fulfill one’s potential despite (or perhaps because of) stressful circumstances. All of us are resilient in one way or another, but some people seem to be more resilient. These people are inclined to see challenges as learning opportunities which can result in healthy emotional growth and development.

Factors that are characteristic of resilient people include:

  • a sense of closeness and connectedness to others
  • strong, dependable support from at least one significant other in their lives
  • attention to their own personal health and well-being
  • high self-esteem, a strong sense of personal identity
  • a sense of humor can help you overlook the unattractive, tolerate the unpleasant, cope with the unexpected and smile through the unbearable.
  • a realistic and balanced awareness of their strengths and limitations
  • the ability to be assertive and emotionally tough when necessary, but also sensitive and compassionate
  • a playful, lighthearted approach to life
  • a sense of direction and purpose in life
  • the ability to turn difficult experiences into valuable learning opportunities
  • the capacity to pick themselves up, shake themselves off and keep moving forward after traumatic and upsetting situations
  • the ability to adapt to and live comfortably with uncertainty and unpredictability
  • the ability to laugh at themselves. Resilient people do not “sweat the small stuff.”

 D. Short-term Strategies: Putting on the brakes to relieve stress

Short-term strategies that help ease anxiety are unique to each person. List the quick wins that might be most helpful for you, and add to your list when something comes up that you find pleasant or re-energizing.

Here are some simple ways to relieve stress that I use:

Tweet more at #EdStressReliever

  • eat your lunch away from your classroom or workspace
  • talk to a colleague
  • help a colleague
  • tell a joke
  • take a walk
  • ask for help
  • ask for advice
  • stretch
  • 4-7-8 breathing 4 in-7 hold-8 out
  • bake something and share it with colleagues
  • make jam
  • practice kindness for colleagues – do something kind for a colleague to make their day better

 E. Making it Personal

Here are some quizzes you can do to help you know yourself and how you deal with stress!

Self Assessment for Stress and Burnout

“How Resilient Are You?” by A. Siebert (resiliencycenter.com)

“The Resiliency Quiz” by N. Henderson (resiliency.com/htm/resiliencyquiz.htm)

Making a self care plan that works for me

Write down strategies you use to relieve stress in your life. Self care is not just about the self, self care means looking out for other people who work with educators.

F. Connecting self care and Resiliency …

Ontario College of Teacher (OCT) Standards of Practice and Ontario Institute for Education Leadership (OLF)

Connect to OCT Standards of Practice and OLF

As educators we do more than “just teach”, we care for our students and our colleagues. Teaching is about relationships and caring. I became a teacher to make the world a better place one student at a time and one day at a time.

Be good to yourself so you can be there for your students. Be an oak tree!

Collaboratively Yours,

Deb Weston

References

Figley, C. R. (1995). Compassion fatigue: Secondary traumatic stress disorders from treating the traumatized. New York: Brunner/Mazel, 7.

Mayo Clinic Staff, (n.d.) Stress management: Know your triggers  http://www.mayoclinic.org/healthy-lifestyle/stress-management/in-depth/stress-management/art-20044151

O’Grady, C. P., & Skinner, J. W., (2007) MSCAMH A Family Guide to Concurrent Disorders (CAMH Resiliency & Short Term Self Care) Downloaded from  http://www.camh.ca/en/hospital/health_information/a_z_mental_health_and_addiction_information/concurrent_disorders/a_family_guide_to_concurrent_disorders/selfcare/Pages/shortterm_selfcare.aspx

Stress Cat (n.d.) http://www.lessons4living.com/stresscat.htm

Tammy Axt Celebrating Success, Classroom Management, Learning About Your Students, The Arts

Don’t Give Up on a Tough Class

I have one class that is very tricky. It is a very large class with a lot of emotional, physical and academic needs. It is the two periods in the week that I wish I had a clone of myself so that I could meet everyone’s needs immediately all the time (with this class I might need an army of clones).

I would rate the autumn with this class as alright. We have had our ups and downs. Some periods have gone well. Some have not. The thing that has been most consistent with this class is that I refuse to give up on them and their ability to do well in Music.

I feel at this point in the year, I have tried so many strategies to get the classes running smoothly and find ways to support my weaker students. However, it wasn’t until this past week that I feel like I have made a breakthrough!

I have finally landed on a combination of whole group instruction, peer-supported creations and individual choice.

Getting to know the students has been an important factor in this positive change. I have had several conversations with many of the students about sports, animals, music and all of their interests. I have used that knowledge to help build a relationship with them and inform my decisions around content for upcoming classes. I know for one of my students who is having the most difficult time at school right now, he really loves sports. I am planning to do a basketball dance this term to incorporate his interests.

I also have some students in the class who are significantly below grade level. Many of these students are embarrassed to ask other students for help. They are weak in reading and writing and therefore, they are very reluctant to work with many of the students in the class. Last week, I went to each of them individually and asked if they felt comfortable with anyone in the class. I let them choose who their partner was and since they all had a say in who they were going to work with, they all had a level of comfort in working in the class.

I met with the classroom teachers about good accommodations that I could provide for their students with upcoming assignments. I have also conferred with the classroom teachers about medical needs and emotional needs.

I have built in the usage of many of my student’s strengths. Everyone has so many amazing skills and I have tried to highlight them. I have a student who can’t read but is great at tech. He is my technology advisor and the kid I send everyone to when we have problems. Another student can’t read either, but is an incredible singer and rapper. He can improvise at the drop of a hat and can generate ideas at a speed I cannot match. When we need lyric or rhythm ideas, we know who we can count on.

I have continuously worked on trying to improve the climate. Last week, before we started our partner activity, I had the students do the game Two Truths and a Lie with their partner to build a relationship with their new partner. Taking time away from curriculum to build climate has been worth the investment.

Using choice as a motivator has also worked exceptionally well. Students begged me to allow them to listen to music of their choice when they are finished their compositions. “For sure!” I said. We are developing a pre-approved list of music to listen to.

Ultimately, the most important thing is not to give up. Have a good cry, a particularly big piece of chocolate cake and a long phone call complaining to your friend about your difficulties. After that, analyze what is going on that is not working, and start a plan tomorrow. And if that doesn’t work, try something else on the next time. It might take time, but it is worth it!