Note to Self: 3 Things I Learned About IEPs

By David Rago and Cristina Salinas Grandy

“What am I going to do about my student?” The student was Charlie. He was a seventh grader with autism spectrum disorder (ASD). As a general education language arts teacher, I didn’t think I had the experience necessary to help Charlie. I was frustrated with his behavior and thought he would be better served by the special education teacher.

However, I learned that students like Charlie are no longer the exception in the classroom; he is the norm. More students with individual education plans (IEPs) are placed in general education classrooms. I had to learn how to advocate for Charlie and students like him in my class. To do that, I had to be able to read an IEP. I decided to seek help from an expert, and the school special education coordinator was happy to assist me.

What is an IEP?

Individual education plans (IEPs) are legal contracts between schools, districts, and parents of students with identified special needs, and they are agreed to by general and special education teachers.

What can I do?

Ask for help. Special education teachers are more adept at reading IEPs than general education teachers and, as a new teacher, you shouldn’t be afraid to ask for help. You’re the only one who can be an advocate for your students and their needs.

Read the present levels of performance (PLOP).

This section is explicit in its description of how the student performs academically, socially, and emotionally. Charlie’s assessment data showed that he was reading at a first-grade level. Collaborating with the special education teacher, I learned how to adjust my instruction so that it would be appropriate for Charlie.

Look at the accommodations and modifications.

Accommodations are changes to the general education curriculum that do not change the learning goal (Jung, 2017). Modifications change the learning goal (Jung, 2017). Charlie does not like to write. The process frustrates him. A modification was included in his IEP so he could provide oral responses rather than writing five-paragraph essays. Since the focus is writing, this changes the learning goal—a modification. Charlie acted out because I placed expectations on him that he could not meet (writing a five-paragraph essay). Additional collaboration with the special education teacher showed me appropriate modifications that Charlie needed so he could learn.

Students with special needs are in the general education classroom more than ever before. Teachers need to know their levels of performance and make the correct modifications and accommodations for them. Reading the IEP and collaborating with the special education teacher is crucial for the success of the student.

Now, when I have students like Charlie in my class, I know what I must do to ensure their success.

Accommodations vs. Modifications

Adaptation	Accommodation	Modification
Extended time	When rate or speed is not the skill being measured Example: Measures of reading comprehension or content-area knowledge	When rate or speed is fundamental to the skill being measured Example: Measures of reading or math fluency
Completing tasks orally	When writing is not the skill being measured and reported Example: Long-form answer on a social studies assessment	Any time writing skills are being measured and reported Example: Research paper in language arts
Fewer questions	Questions should measure the same skill and be of comparable difficulty Example: Removing half of the four-digit multiplication problems on a math task	Taking away the harder questions or omitting one of the skills measured Example: Taking away the higher-level analysis essay questions and leaving the recall questions
Prompts and cues	When the prompts and cues support a skill other than the skill being measured and reported Example: A graphic organizer that helps a student plan an essay that will measure knowledge in a history class	Any time the prompts and cues support the skill that is being measured and reported Example: Feedback on a student’s use of math operations while the student completes a task designed to assess ability to select the correct operations

(Jung, 2017, p. 45)

Resources

Special Education Guide

Smart Kids With Learning Disabilities

Understood for Learning and Attention Issues

Present Levels: The Foundation of the IEP

Dr. Salinas Grandy is a first-grade teacher at Calk-Wilson Elementary in Corpus Christi, Texas. Returning to the classroom has given her new perspectives on the daily lives of teachers and students.  Her research interests are in improving reflection in teacher candidates and improving the student experience.  

Dr. Rago is an Associate Professor and Department Chair for the Special Education Department at National University. He teaches courses on assessment, trends and issues in special education, and methods. His research interest is in evidence-based writing strategies for students with special needs.

Reference

Jung, L. A. (2017). In providing support for students, language matters. Educational Leadership, 74(7), 42–45.

Helping Children—and Ourselves—Through Times of Uncertainty

By Lisa Self

Children need consistency in their lives. They like to know what to expect. This is one of the reasons children can watch the same movie over and over again. (Enter eye-roll emoji from adult.) No surprises, the ending is always the same.

Children like structure, even a schedule, and want to be able to count on the adults in their lives to lead and follow that structure. That doesn’t mean that children don’t like a surprise visit to the sno-cone stand, but they like to know when things are going to happen. They like warnings before things are going to change. Have you ever told a child to immediately clean up his Lego creation with no warning? Oof! Not pretty.

Thinking back to Psychology 101, Maslow’s Hierarchy of Needs (1943) shows that when children (and adults) feel unsafe—when they need security, protection, and stability—they have trouble reaching the higher levels of self-fulfillment needs, like using critical thinking skills or even being able to see another person’s point of view. Uncertainty and stress will impact the ability to learn.

What can we do to help?

Listen: Children might want to talk about how they are feeling. Listen. Don’t minimize their fears. Don’t just wait for them to stop talking so you can give them your ounce of wisdom. Just listen. Repeat back what you heard from them.

Alexa says, “I’m worried that I’ll never get to see my friends again.”

Adult: “It is sad when you don’t get to see your friends at school like you used to.”

Hugo says, “Is my family going to get sick and die?”

Adult: “It sounds like you are scared for your family.”

People—all people, young and old—want to be heard. They want to know that their feelings are understood and respected.

Plan: Make a plan for how your week will go. Let those around you contribute to the plan. The plan doesn’t have to be extremely detailed, but it should have structure. Talk about the plan so everyone affected by it knows what to expect. Talk about the plan through the week, follow a routine, and include reminders and time notices to upcoming transitions.

S.E.E.E. Well: That is . . .

Sleep well!
Eat well!
Exercise well!
Enjoy!

Children need adequate hours of sleep—and so do adults! Anyone who has ever pulled an all-nighter in college learns that sleep is needed for effective cognitive function, which may include solving a complex problem—or just not putting your eyeglasses in the refrigerator. It’s the same thing for children, except they need even more sleep than adults. Whether it’s a school night, weekend, or holiday, they need the same amount of sleep.

Encourage and model healthy eating! Children do not need sugary treats to reward them for behaviors or make them “feel” better. Volumes of research show that both are unhealthy practices for children. Use activities that involve trying new fruits and vegetables! Our lab school does a “taste test” every month. Our kitchen manager, Ms. Marcie, offers a food item that the children might not have tried before. They take a poll on whether we should incorporate this into an upcoming menu. It may not make the cut, but it’s always a fun food activity that introduces a new healthy flavor to their palate.

Model exercise and movement for children! During an explanation of her upcoming final unit, one of my college students said, “To keep children calm, we have to keep them moving.” That’s some of the wisest advice for guiding children I’ve ever heard.

How do we manage a group of small children? Keep them moving. And we need to move with them; whether in person or through virtual learning, we can model that movement and learn through movement with games, acting out a story and even with your best made-up song with large motor movement! (Instead of the “Itsy-Bitsy Spider” with fingers, how about the “Biggly-Wiggly Spider” using whole arms?) It’s good for them and good for us.

Enjoy! In the midst of the unknown, don’t forget to take time to unwind, connect with others, and do something you love every day (other than your job!)—and allow children to do the same. Listen to what they want to do and try to say “Yes!” every chance you get!

We can get through stress and anxiety, learn from it, and be healthier people on the other side. Then, we can teach children how to do that as well!

Resources

How to Have Better Conversations With Your Children

10 Reasons A Daily Routine is Important for Your Child (and How to Set One)

Children and Sleep

Kids’ Healthy Eating Plate

How much physical activity do children need?

Getting Children & Teens Outside While Physical Distancing for COVID-19

Mrs. Self is an Assistant Professor and the Program Coordinator of Child Development at Tarrant County College at the Northeast Campus in Hurst, Texas. She has been teaching children and adults since 1994.

References

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. 

What Do I Do About Hitting? Tips for Managing Aggressive Student Behavior

By Michelle Simmons

It was the first day of school and the first day of my teaching career as a special educator. I arrived early, anxious, and dressed for success! My classroom was set up just as I had planned in undergraduate behavior-management courses, and I was eager to teach. Unfortunately, my best-laid plans unraveled quickly. A student in my class had severe behavior challenges. Instead of spending the first day of school teaching classroom routines and getting to know students, I spent this precious time responding to hitting, spitting, running, and yelling. By the end of the day, I was wearing someone else’s lunch and had chased a student outside the building twice. I was exhausted, overwhelmed, and concerned that my teaching career might be ending as quickly as it had started.

This first-day experience with a student who exhibited severe behavior problems led me to two notable conclusions: 1) I was trading my cute heels for a pair of running shoes, and 2) I needed a practical plan for managing aggressive student behavior.

Obvious and direct links exist between academic achievement and student behavior. One seriously disruptive student can limit the potential for all students in the classroom to learn. The following approach is designed to help you manage severe student behavior —biting, hitting, screaming, kicking, running—so that you can focus your energy on instruction (Sprick, 2006).

Be Proactive

Proactive means teachers focus on preventing an aggressive behavior problem instead of reacting to it.

• Create a therapeutic environment. Students who exhibit aggressive behavior are more vulnerable and are likely to have specific, individual needs. A classroom that is sensitive to individual needs is clean and provides students with comfortable places to sit, interesting things to look at or do, and opportunities to engage in age-appropriate, functional activities (Alberto & Troutman, 2013).
• Communicate clear, enforceable expectations.  Students who are aggressive struggle with impulse control. They will often react before thinking through a problem. Determine two or three individualized behavior expectations for the student and give frequent visual cues or reminders of these expectations (Lehto et al., 2003).

Be Positive

Even with positivity, the aggressive student will likely still exhibit aggressive behavior. “Positive” means responding during the aggressive event with support as well as consistency to build a collaborative relationship with the student.

• Remain objective. Do not take the student’s behavior personally. Remember that the behavior usually has nothing to do with you and is not a conscious attempt to defy or intentionally engage with you in a competition for control.
• Manage the situation. Stay out of arms/legs reach while actively monitoring the student’s movements. If the student is kicking or throwing objects, keep objects out of the way. If necessary, remove other students from the classroom. Avoid touching the student and only use restraint (physically holding the student in any way) as a last resort. Never use restraint without certified restraint training and the support of a campus team who has also participated in restraint training.

Be Instructional

Instructional means that effective teachers treat misbehavior as an opportunity to learn and teach appropriate behavior. Directly teach expectations at the beginning of the year, throughout the year, prior to the occurrence of aggressive behavior, and afterward as well (Sprick, 2006).

• Teach the student. Seek ways to teach the student about tantrums and how we all feel when feelings are expressed in an inappropriate way. Equip the student with strategies for self-monitoring. Help them understand warning signs when their own negative feelings arise and teach them what they are supposed to do when these feelings occur (Lehto et al., 2003).
• Develop a plan. Under the right circumstances, students who exhibit aggressive behavior can learn to find appropriate replacement behaviors that are acceptable for relieving tension. Identify the problem behavior, observe the behavior, determine its function, teach the student a replacement behavior that serves the same function, and create a plan to reinforce the student for choosing an acceptable behavior (Alberto & Troutman, 2013).

All teachers can expect to encounter a student with severe behavior challenges. When you use proactive planning, positive support, and intentional instruction, a situation that you might have considered stressful or even scary can become predictable and easier to manage.

By the end of the school year, the same student who exhibited severe problem behaviors and I had reached a shared instructional relationship in which we both thrived. I was proactive by creating a predictable environment with expectations individualized to the student’s needs. When the student did become aggressive, I had a plan to respond to the behavior that was supportive for the student and safe for everyone in the classroom. And, finally, when the student was comfortable, we spent time engaged in shared learning that equipped us all with appropriate behavior-management strategies. The year concluded with the student’s increased desire to be at school and the beginning of my lifelong professional commitment to serve children with significant behavioral needs.

Additional Resources

Behavior-Specific Praise

Choice Making

High-Probability Requests

Proximity Control

Dr. Simmons is the Lanna Hatton Professor of Learning Disabilities, Director of the Center for Learning Disabilities, and an Assistant Professor of Special Education at West Texas A&M University. Dr. Simmons is actively involved in service to educators, families, and students with learning differences and developmental disabilities statewide, and in the Panhandle area. Dr. Simmons maintains a record of scholarly activity that includes educational assessment, university-based special educator preparation programs, and progress-based classroom management strategies.

References

Lehto, J. E., Kooistra, L., Juuiarvi, P., & Pulkkinen, L (2003). Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21(1), 59–80.

Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers (9th ed.). Pearson.   Sprick, R. S. (2006). Discipline in the secondary classroom (2nd ed.). John Wiley & Sons.  

Helping Children—And Ourselves—Through Times of Uncertainty

By Lisa Self

Children need consistency in their lives. They like to know what to expect. This is one of the reasons children can watch the same movie over and over again. (Enter eye-roll emoji from adult.) No surprises, the ending is always the same.

Children like structure, even a schedule, and want to be able to count on the adults in their lives to lead and follow that structure. That doesn’t mean that children don’t like a surprise visit to the sno-cone stand, but they like to know when things are going to happen. They like warnings before things are going to change. Have you ever told a child to immediately clean up his Lego creation with no warning? Oof! Not pretty.

Thinking back to Psychology 101, Maslow’s Hierarchy of Needs (1943) shows that when children (and adults) feel unsafe—when they need security, protection, and stability—they have trouble reaching the higher levels of self-fulfillment needs, like using critical thinking skills or even being able to see another person’s point of view. Uncertainty and stress will impact the ability to learn.

What can we do to help?

Listen: Children might want to talk about how they are feeling. Listen. Don’t minimize their fears. Don’t just wait for them to stop talking so you can give them your ounce of wisdom. Just listen. Repeat back what you heard from them.

Alexa says, “I’m worried that I’ll never get to see my friends again.”

Adult: “It is sad when you don’t get to see your friends at school like you used to.”

Hugo says, “Is my family going to get sick and die?”

Adult: “It sounds like you are scared for your family.”

People—all people, young and old—want to be heard. They want to know that their feelings are understood and respected.

Plan: Make a plan for how your week will go. Let those around you contribute to the plan. The plan doesn’t have to be extremely detailed, but it should have structure. Talk about the plan so everyone affected by it knows what to expect. Talk about the plan through the week, follow a routine, and include reminders and time notices to upcoming transitions.

S.E.E.E. Well: That is . . .

Sleep well!
Eat well!
Exercise well!
Enjoy!

Children need adequate hours of sleep—and so do adults! Anyone who has ever pulled an all-nighter in college learns that sleep is needed for effective cognitive function, which may include solving a complex problem—or just not putting your eyeglasses in the refrigerator. It’s the same thing for children, except they need even more sleep than adults. Whether it’s a school night, weekend, or holiday, they need the same amount of sleep.

Encourage and model healthy eating! Children do not need sugary treats to reward them for behaviors or make them “feel” better. Volumes of research show that both are unhealthy practices for children. Use activities that involve trying new fruits and vegetables! Our lab school does a “taste test” every month. Our kitchen manager, Ms. Marcie, offers a food item that the children might not have tried before. They take a poll on whether we should incorporate this into an upcoming menu. It may not make the cut, but it’s always a fun food activity that introduces a new healthy flavor to their palate.

Model exercise and movement for children! During an explanation of her upcoming final unit, one of my college students said, “To keep children calm, we have to keep them moving.” That’s some of the wisest advice for guiding children I’ve ever heard.

How do we manage a group of small children? Keep them moving. And we need to move with them; whether in person or through virtual learning, we can model that movement and learn through movement with games, acting out a story and even with your best made-up song with large motor movement! (Instead of the “Itsy-Bitsy Spider” with fingers, how about the “Biggly-Wiggly Spider” using whole arms?) It’s good for them and good for us.

Enjoy! In the midst of the unknown, don’t forget to take time to unwind, connect with others, and do something you love every day (other than your job!)—and allow children to do the same. Listen to what they want to do and try to say “Yes!” every chance you get!

We can get through stress and anxiety, learn from it, and be healthier people on the other side. Then, we can teach children how to do that as well!

Resources

How to Have Better Conversations With Your Children

10 Reasons A Daily Routine is Important for Your Child (and How to Set One)

Children and Sleep

Kids’ Healthy Eating Plate

How much physical activity do children need?

Getting Children & Teens Outside While Physical Distancing for COVID-19

Mrs. Self is an Assistant Professor and the Program Coordinator of Child Development at Tarrant County College at the Northeast Campus in Hurst, Texas. She has been teaching children and adults since 1994.

References

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.

Keeping Your Sanity: 6 Strategies to Promote Well-Being

By Angelica Ribeiro and Kent Divoll

Being a teacher is rewarding, but it can also be stressful, which can negatively affect your emotional and professional well-being. This can impact your performance in the classroom and lead some teachers to leave the profession (McCarthy et al., 2015). It is crucial, therefore, that teachers focus on their own well-being to manage stress.

Below are six strategies for teachers to improve their well-being:

1. Make time for social connections. Connecting with others can reduce teacher anxiety, positively impact their work performance, and improve their concentration, well-being, and optimism (Achor, 2018). Make time to be with others and build relationships, even if it’s through brief calls or text messages.

2. Focus on what is in your control. When teachers feel stressed, they must focus on what they can control. Doing so activates the prefrontal cortex (responsible for decision-making and planning) and decreases the activation of the amygdala (linked to feelings of stress; Suzuki, 2015). Teachers more successfully manage stress when they focus on concrete actions they can take. Next time you feel stressed, make a list of things that are in your control and just take steps to improve them.

3. Meditate. Meditation promotes positive emotions, alleviates stress, calms the mind, and helps teachers redirect their attention (Suzuki, 2015). You experience the benefits of meditation after a few minutes, so a session doesn’t have to last long. Meditate at least 5 to 10 minutes every day to experience the benefits. You can find YouTube videos and apps, such as Calm (https://www.youtube.com/user/calmdotcom), to help you with meditation.

4. Practice gratitude. Among other benefits, expressing gratitude helps teachers create a positive mindset by training their minds to search for good things (Ribeiro, 2018). Having a positive mindset can help teachers reduce stress because they can more easily see positive realities and find solutions to problems (Dweck, 2016). Take a moment to think about your last 24 hours and then write three things you appreciated during the day.

5. Be a benefit-finder. Negative emotions and feelings are part of teaching. One way  you can deal with them is by accepting your feelings, looking for the good in difficult events, and reminding yourself that challenging situations can help you grow (Ben-Shahar, 2012). Being a benefit-finder helps teachers experience situations in a more positive way, which reduces their negative feelings.

6. Focus on increasing happiness. Reflecting about your day and taking steps to increase your overall happiness can help you manage stress and improve your well-being. In addition to the books listed in the sidebar, personal journals are tools to improve your happiness. My Happiness Habit Journal is a comprehensive journal that provides teachers with a systematic, metacognitive approach to setting happiness goals, creating happiness habits, and focusing on the positive. Make time to reflect upon your happiness to better deal with stress and improve your emotional well-being.   

You can be more effective as a teacher when you understand how to take care of yourself emotionally, manage stress, and be happier. You will be better able to cope with the demands of teaching and life. As Jensen (2008) suggests, “Only when you are effectively managing your own stress can you be at your best for others” (p. 48).

Book Recommendations

Before Happiness: The 5 Hidden Keys to Achieving Success, Spreading Happiness, and Sustaining Positive Change, by Shawn Anchor

Choose the Life You Want: The Mindful Way to Happiness, by Tal Ben-Shahar

My Happiness Habit Journal, by Angelica Ribeiro

Running Into Happiness: How My Happiness Habit Journal Created Lasting Happiness in the Midst of a Crazy-Busy Semester, by Angelica Ribeiro

The Myths of Happiness: What Should Make You Happy, but Doesn’t, What Shouldn’t Make You Happy, but Does, by Sonja Lyubomirsky

Dr. Ribeiro is an Adjunct Professor at Houston Baptist University and a Curriculum Specialist at Houston Independent School District. She teaches courses on second language teaching methods. Her research interest is second language acquisition. She is passionate about preparing future teachers and spreading positivity.

Dr. Divoll is an Associate Professor at the University of Houston–Clear Lake. Between his K–12 teaching experience, doctorial work, consulting, and college level teaching, Dr. Divoll has more than 20 years of experience in the field of classroom management and teacher education.

References

Achor, S. (2018). Big potential: Five secrets of reaching higher by powering those around you. Virgin Books.

Ben-Shahar, T. (2012). Choose the life you want: The mindful way to happiness. The Experiment.

Dweck, C. (2016). Mindset: The new psychology of success. Random House.

Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd ed.). Corwin Press.

McCarthy, C. J., Lineback, S., & Reiser, J. (2015). Teacher stress, emotion, and classroom management. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 301–321). Taylor & Francis.

Ribeiro, A. (2018). Running into happiness: How my happiness habit journal created lasting happiness in the midst of a crazy-busy semester. CreateSpace Independent Publishing Platform.

Suzuki, W. (2015). Healthy brain, happy life: A personal program to activate your brain and do everything better. Harper Collins.

5 Strategies to Help Traumatized Students

By MB (Marybeth) Mitcham

“She’s standing too close to you. She’s standing too close to you. She needs to go now. She needs to go now.”

Fists clenched and eyes firmly fixed on the floor at his feet, my student bellowed the same phrase again. My other students stood in the hallway, frozen, unsure of how to handle the situation. Their eyes were wide open, alternating between staring at their classmate who was obviously distressed and then at me.

“It’s okay,” I calmly said. “Why don’t you all go back to the classroom, and I will follow you in a minute.”

I smiled at my students as they quickly retreated to the classroom and then turned back to my distraught student, keeping a smile on my face. Still speaking calmly, I told him that it was okay, that I was not upset with him, and that I was glad he wanted to make sure I was okay. He quickly raised his head to look at me.

“Really? You’re not mad at me?”

Still smiling, I shook my head no and repeated that I was glad he wanted to make sure that I was okay.

At this, he burst into tears and began to speak about the hard things at home—pain, hurt, and anguish pouring out of him—as he finally felt safe enough to share what he had previously been too ashamed to let anyone know.

In the many years I’ve been teaching, I’ve learned that extreme behaviour exhibited by students, whether overly helpful, disruptive, or downright combative, often is borne out of some trauma they have experienced (Schunk, 2016). Although some traumas might be easily discernable, such as students who have battled with cancer or who have lost their home in a fire, many traumas are much harder to identify. And, even if identified, they are still extremely challenging to address without inadvertently causing more pain or shame for the student.

Here are five strategies I’ve found to be helpful, both as a formerly traumatized student and as an educator, in creating a safe and supportive learning environment for all students, but especially for those who are struggling with trauma.

1. Be consistent in your expectations. This is beneficial to all students, but even more important for students who have experienced trauma. Many traumatized students may currently live in very unstable home situations, remaining on high alert at all times. Consistent expectations will provide sorely needed stability and allow your students to lower their guards and hopefully gain some emotional respite.
2. Value everyone equally. It is very difficult to not show favoritism toward your students. Those who are easier to work with, are more compliant, or simply tug at your heartstrings often get extra smiles, encouraging words, and praise. Although teachers often do this unconsciously, we need to be aware that it happens and actively remain consistent and comprehensive with our praise and attention.
3. Speak the truth in love. One thing that I love most about young children is their lack of artifice. If you want to know if your outfit is ugly, just ask what they think. They’ll tell you! Traumatized students may struggle with separating reality and fantasy. They also may believe that they need to avoid speaking about certain things or hide the truth. If your classroom expectations are that everyone will speak the truth in love, then no topic is taboo. This provides a safe place for all students, including those who have been traumatized.
4. Exhibit and promote integrity. Educators, by nature of our roles and responsibilities, are also leaders. We are watched by our students, colleagues, and community members for how we conduct ourselves. For traumatized students, who may witness situations where people in authority exhibit hypocrisy, it is imperative for them to witness integrity in a leader. When you model integrity in the classroom, you set a high standard for the rest of the class to follow, creating a safe place and helping all students, including traumatized ones, to develop their own good leadership skills.
5. Create classroom traditions. My second-grade teacher was known for her love of butterflies. Every student entering her classroom knew that they would have monthly activities relating to butterflies and, in the spring, would raise and release butterflies. That tradition gave me something to look forward to and value, a truly priceless gift that helped me feel like I belonged. By creating classroom traditions—something completely unique to your class—you will help traumatized students feel like they belong.

By implementing these strategies in your classroom, you will provide sorely needed stability and safety that will help all your students thrive, including those suffering from trauma.

Dr. Mitcham holds graduate and doctoral degrees in public health nutrition and public health-focused curriculum and instruction. She spends most of her time working as an Extension resource educator and adjunct professor. However, she would much rather scamper up and over mountains, munch on eggplant bacon, or do zoomies with her shollie, Sig.

References

Schunk, D. (2016). Learning theories: An educational perspective. Pearson.

Trauma-Informed Strategies to Support Students During the Pandemic

By Pamela Kramer Ertel

When I learned that I would have to move my university-based courses to remote instruction for the remainder of the semester due to the pandemic, I was heartbroken. I grieved for my teacher candidates who were not going to get to do their second placement in their pre-student teaching residency experience. I grieved for all the missed learning opportunities and celebrations that would typically happen on campus.

I didn’t have much time to grieve these losses, because I knew I had to quickly switch gears and create the best possible learning experiences for my students. I recognized that we were all experiencing some sort of trauma and stress in dealing with the pandemic. While my students are not children, I knew the impact of stress and trauma could still seriously impact their ability to learn. I decided to use what I knew about trauma-informed care to help my students learn more effectively.

Pillar 1: Connection

Bath (2008) identified three pillars of trauma-informed care. One of the most important pillars is connection. “If children feel safe and connected to their teachers, they will be able to learn” (Call et al., 2014, p. 6). This is as true in elementary classrooms as it was for my more mature students. Strategies that can help children (and adults) feel safe include having a warm, welcoming voice, a positive greeting, and “soft eyes.” One of the reasons I opted to conduct my class using live Zoom sessions is that I wanted to be able to connect with my students, see their faces, read their emotions, and be able to respond to them on the spot.

I started each Zoom session with some calm, encouraging music videos. I used songs such as “It’s Going to Be Alright,” by Sara Groves; “Shower the People,” by James Taylor; and “Be a Light,” by Thomas Rhett. I selected these specific songs and videos because of their calming melodies and upbeat messages. I wanted to create a comfortable environment that was welcoming and supportive for students who were faced with uncertainty.

Pillar 2: Safety

The second pillar is safety. Bath (2008, p. 19), defines safety with characteristics such as “Consistency, reliability, predictability, availability, honesty, and transparency.” I tried to use a consistent, predictable format for each session. I started with a warm welcome and music, then presented the day’s “road map,” which included the objectives and the agenda for the session. I also allowed time for students to ask questions about anything. In the daily road map, I also posted a funny picture or cartoon to lighten the mood as we started each session.

Pillar 3: Emotional Regulation

The third pillar identified by Bath is emotional regulation. I know many of my students were feeling like they had no control over any aspect of their lives, and this is often even more acute with young learners. I tried to allow time for them to check in and share how they were feeling by using the poll feature on Zoom. I reminded them that we were going to get through this together. I knew that it was essential that I remain calm and compassionate, no matter how stressed I was feeling. In addition, I presented a clear outline of all course adjustments, which had been modified to meet their needs, so all expectations were transparent.

I also made myself vulnerable to my students by being honest about the things I did not know. For example, I had never even used Zoom before, so I willingly admitted that this was a new learning experience for me, too, as I modeled how to persevere in challenging teaching experiences, often through trial and error. I believe these actions helped my students better control their own emotions—something even more important for young students.

Additional Course Adjustments

Since my students were not able to do about half of their typical fieldwork, I searched to find the best possible videos to showcase actual classroom experiences. I found excellent videos on YouTube, The Teaching Channel, and Edutopia to help support their learning as they featured best teaching practices. We would then discuss the videos and applications to classroom practices.

Concluding Thoughts

I certainly did not have all the answers as I navigated the challenges presented by the pandemic. I am thankful that I was able to use what I knew about trauma-informed classrooms to help support my students during a particularly challenging time in our educational experience. I believe these three pillars of trauma-informed care can support learners of all ages.

Dr. Ertel is an Associate Professor at Middle Tennessee State University. She has been a teacher educator for 30 years, teaching at East Stroudsburg University of Pennsylvania and Middle Tennessee State University. She is a past president of KDP.

References

Bath, H. (2008). The three pillars of trauma-informed care. Reclaiming Children & Youth, 17(3), 17–21. Call, C., Purvis, K., Parris, S.R., & Cross, D. (2014). Creating trauma-informed classrooms. Adoption Advocate, 75, 1–9.

Back to School 2021: Grieving Students, Transitions, and COVID-19

By the Coalition to Support Grieving Students

2021 is a different kind of back-to-school year. As schools move toward full in-person learning, students and educators alike continue to adapt.

In the transition back to in-person learning, schools may need to reach out to students who have not returned to school or re-engaged in learning. They may also be making contact with families that have suffered multiple stressors and losses caused by the pandemic or exacerbated by the isolation of shutdowns.

Many students and educators are grieving what they have lost during COVID-19 closures—chances to socialize with peers, be a senior in middle school, start kindergarten, participate in sports or performing arts. Most have been affected by ongoing issues in the broader world as well—social justice, racial inequities, bitter political divides, the financial impact of the pandemic.

Students who are grieving the death of a family member or loved one are part of this mix. Even before the pandemic, student grief was surprisingly common. About 1 in 20 students will lose a parent during their school years, and virtually all students will know someone who has died by the time they complete high school. During the pandemic, students have lost loved ones to many causes, including COVID-19. Some communities have been especially hard hit by the virus. Students are also still grieving losses that occurred before the pandemic.

Students who experienced a death of someone close from a cause other than COVID-19 may feel the attention focused on tragic losses due to the pandemic means they are somehow less entitled to grieve openly and request support. This may prompt them to try to keep their feelings private. They may have had to begin to grieve the loss while separated from extended family and friends, and without the usual support of peers. This would further heighten their sense of isolation.

Times of transition and change can be particularly challenging for grieving students. Educators are positioned to offer valuable support that can make a profound difference in students’ lives academically, socially, and emotionally—often through simple gestures that help these students feel affirmed and understood. The Coalition to Support Grieving Students has a collection of free video and written materials that offer guidance designed expressly for educators, including content specific to COVID-19.

Transitions Can Be Difficult for Any Student

Transitions are times when children and youth may face a range of challenges. The following steps will support both grieving and other students.

• Address apprehensions. Students are excited to be with peers and start a new year. They may also have lingering fears about risks of illness or death. Provide honest, realistic reassurances about measures being taken to protect students and educators.
• Be honest. Students know things are not “normal.” It isn’t necessary to pretend that everything is okay when it clearly isn’t. Provide opportunities for students to discuss their experiences and concerns.
• Introduce subjects sensitively. Educators cannot know every student’s experiences. When a history, literature, or other lesson addresses topics such as death, loss, trauma, severe illness, racism, or other serious matters, provide some background before the lesson. Give students the opportunity to discuss any concerns with you privately. Make accommodations for the student when indicated.
• Offer options for activities involving family members. Many students do not have a parent to turn to for family-based classroom or homework activities. This may be due to death, illness, divorce, military deployment, incarceration, or other reasons. Be sure to offer options: “For this essay, I’d like you to write about your mother or another woman in your life who has been helpful to you.”

Reach Out to Grieving Students

All children grieve in unique ways. There are also common characteristics for most grieving students. Over the past year, these students have been especially affected by the consequences of the pandemic—isolation, academic challenges, worry about their own and others’ health, feeling overwhelmed. If you know a student is grieving the death of a family member or friend, the following steps can be especially helpful.

• Reach out personally early in the year.Acknowledge that grief creates challenges. Let the student know you are available to talk, or listen, if any concerns arise. For specific guidance on what to say, see these Coalition materials.
• Remember that grieving children experience secondary losses. Many things can change for a child after a death. The family may need to move in with relatives or find less expensive housing. The child may have to attend a new school. During the pandemic, with its associated financial challenges, many families have had to make exactly these kinds of changes.
• Make adjustments in academic work. It is difficult to concentrate and learn during acute grief. Extending deadlines and offering alternative assignments can help grieving students experience academic success as they readjust to their life after a loss.
• Support college and career aspirations. After a death, some teens hesitate to move forward with plans to go to college, join the military, or attend trade school. They may feel a need to stay close to their family or provide financial support. Concerns about COVID-19 have added further distress to these decisions. Although there may be no “correct” solution, the support of a trusted educator who can listen to a student’s concerns can be invaluable.
• Recognize that grieving children are often more vulnerable at times of transition. This can be the start of the school year (new teachers, new classmates, new classroom). It can involve a change in schools or a change in the family—someone moving in or out. It can include the changes of puberty, the start of dating, or a breakup with a romantic partner.
• Offer to assist in future transitions. Ask the student and parents if they would like you to notify a new school of the student’s circumstances. This can create a safer and more welcoming setting for the student.

Take Care of Yourself

Educators have also been affected by the pandemic, experiencing loss, stressors, and other hardships. Children depend on important adults to help them feel safe and secure. If an educator is anxious, sad, or angry, students are more likely to be affected by that emotional state than by the words they hear. The Coalition offers a module on steps for self-care for educators supporting grieving children.

Self-care is not an “add-on.” It is an essential step, allowing educators to offer powerful support to worried and grieving students. Educators generally experience many personal rewards when they join in this vital effort.

If Not Now, When? Making Time for Wholeheartedness and Wellbeing

By Sharon McDonough and Narelle Lemon

This post is by the authors of the article “If Not Now, Then When? Wellbeing and Wholeheartedness in Education,” in the current edition of the KDP journal The Education Forum. You can view the article here for free during the month of August.

Dr. Sharon McDonough is a researcher in teacher education with advanced disciplinary knowledge of sociocultural theories of teacher emotion, resilience and wellbeing. Sharon brings these to explore how best to prepare and support teachers for entry into the profession, how to support the professional learning of teachers and teacher educators across their careers, and how to support wellbeing in education and in community. Sharon’s research expertise lies in methods of phenomenology and self-study.

Associate Professor Narelle Lemon is an interdisciplinary researcher in her fields of education, positive psychology and arts located at Swinburne University of Technology, Melbourne, Australia.  She is a researcher who focuses on translating theory and evidence into practice to enhance engagement and participation for teachers and students across all fields of education. Recent research has investigated mindfulness in education, self-care and wellbeing to empower educators, arts and cultural education, and her award-winning scholarship of learning and teaching in the integration of social media for learning and professional development.

“But why did it take a virus to bring the people back together?”
“Well, sometimes you get sick, my boy, before you start feeling better.”
—Tomos Roberts

In his picture storybook The Great Realisation, author Tomos Roberts creates a hopeful and optimistic vision for how we might all begin to live in meaningful and thoughtful ways in the time after the pandemic. His book suggests that the pandemic becomes the catalyst for the “great realisation,” and in our article in The Educational Forum we, too, suggest that the pandemic provides the perfect time to pause. Additionally, we invite you to embrace this pause as a time to consider what are the key principles and practices that we should seek to instill in education.

The global pandemic has brought shifts to remote and flexible learning across the globe as schools have faced temporary closure of face-to-face classes. These shifts have provided both opportunities and challenges. Teachers have innovated their practices, young people have found ways to actively participate, and parents have communicated and worked with teachers to support young people through these uncertain times. But alongside these positives has been an intensification of some existing inequities, the challenges of intense workloads, issues of access, isolation, and questions of how to support wellbeing for teachers, students, and the community more broadly. In our research with Australian teachers about the impact of the COVID-19 pandemic on their work and wellbeing, teachers expressed that the pandemic highlighted the need to provide care and support to their colleagues, students, and their families. They expressed frustration with systems, government, media, and policy that seemed to suggest that teachers were ‘cannon fodder’ on the front lines of the pandemic.

The need to privilege wellbeing as a central endeavor in education seems more timely than ever in light of the current contexts in which we live and work. But has this happened? In our article, we draw on our data and Brené Brown’s guideposts for wholehearted living to create a series of poems that highlight the need to place wellbeing and wholeheartedness as core principles of the educational endeavor. For ourselves as teachers, for our students, and for our communities, now is the time to support collective wellbeing and to critique systems and structures that do not work to support this. In the light of all that has unfolded across the globe in the last year, we ask, if not now, when? We invite others to join us in this collective call for the prioritizing of wellbeing. You can join the conversation by reading our article in the Educational Forum. Will you join us as we seek to foster and support a wholehearted approach to education?

Click here or below for a live storytime reading of The Great Realisation by the author, Tomos Roberts.