SPLASH 2012, Dallas, TX.
I was able to attend sessions on Friday July 13, 2012 before doing a full day of sessions on Saturday! Here are my notes for your consideration and #ece enjoyment!
You store your Shut Ups’s UP and then when you get home you use them on your own!
They don’t like “clean up clean up everybody everywhere” that’s why you are the only one cleaning up.
You need to be one step ahead of the child.
You need to be like a DJ, operate a playlist, what is coming next in the classroom?
Push PLAY with a purpose. (when it comes to using music and songs)
Jill Molli: Loving Guidance Associate
Aggression, defiance, temper tantrums
“based on the work of Becky Bailey”
She worked in the classroom and then at night on the weekends she worked in prison. She stated – I had the difficult kids in the day and their even-more difficult mama’s at night.
We use ourselves up in the day being “nice” to other kids, then we are miserable at home to our own. (this mirrored Shawn Brown’s comment!)
Self regulation is the conscious and unconscious ability to regulate our thoughts, feelings, and actions in service of a goal.
We think that if we STATE the rule over and over they will internalize it.
She had a good comparison with dieting and weight loss.
What if WW said, you gained a pound, you need to go sit over there.
What if WW said, here’s a tip: don’t eat so much. (Duh!)
Self Regulation success cycle:
One: I am triggered (you are in my spot!)
We need to NOT miss their message! It’s not about being in the spot! She shared a story about the boots – not about spending the $$ on the boots. It’s about missing her and him buying the boots bc he was feeling lonely.
Two: I am calm (I try to calm him down)
But I break the self reg cycle bc I jump to I SOLVE too fast
Three: I feel
Four: I choose
Five: I solve
Cycle of Self Sabotage
I demand/act it out
I medicate (clean, shop, drink, etc)
I bury my feelings
I am stuck (which is why you talk to the kids about the same thing 16 times)
Self regulation assists the child in putting the PAUSE button on and transition to figuring out how to handle the feeling.
If we can’t self regulate, we won’t be able to assist children in doing it!
“Put your mask on before assisting others” (taking a page from the flight attendants)
when you know the child’s trigger:
change the environment
change your response
teach them what to do, and/or
help them handle
How to handle your triggers:
STAR <smile take a deep breath and relax>
BALLOON (hand over head then breathe)
PRETZEL (hook-up hands)
Use speaker phone and talk to the air and articulate what you do to calm yourself down… the children will respond. Plus they get to see/learn/hear what you do to self-regulate.
Example: when you turn the lights off, take a big breath – inhale and exhale…
Often we misread their emotions. We think they are ANGRY but they are often something else.
Stop denying their feelings.
“It’s hard when mom leaves.” Vs. you are OK, she’ll be back soon…
you say, you don’t have time to teach kids this feeling business, but how much time do you waste dragging a kid to time out.
Cranky Cream (literally lotion that she labeled “cranky cream” so when you are cranky you can use the cream
Instead of saying WE AREN’T SAD HERE
You say, this is a place where you CAN be sad, and here are some things you can do to handle it.
Ask for help
Time machine **she said she was going to talk about this, but didn’t get to it**
Just be with the feeling and learn how manage it
Our job is NOT to make them happy, but to assist them in learning how to self regulate.
If you don’t now what you do when you are stressed out – you cannot assist a child in doing it!!!
We judge kids and judge others around us
We want everyone else to manage their own internal emotional state, but we aren’t willing to do it ourselves – this has to happen first!
Celebrating Classroom Challenges
“based on the work of Becky Bailey”
the way you get children to stand still (impulse control)
in prison you can’t touch each other
7 skills to solve a problem:
Internal beliefs lead to external skills»>
Power of …
7 skills of discipline lead to external skills:
discipline is not something you do to children. It is something you develop within them.
my internal state dictates my behavior
= more likely to be hurtful
(more likely to be the one in the lane)
= more likely to be helpful
(let the person in who rode the shoulder during the construction work lanes)
we are doing it backwards:
Change the emotional state FIRST, then change the behavior (second)
How to make CONNECTIONS with kids:
In a playful situation
We withhold love as a punishment because the only sense we can’t live without is TOUCH » nerve growth factor
If not touched you will literally die. But we put challenging children to the side.
Connection builds cooperation and wires the brain for impulse control and willingness.
To get buy-in / willingness from the kids we need to be CALM first.
If you don’t think rituals are important, try to blend them (holiday time)
I Love You Rituals
Are kids calling for attention or for connection??
You were gone
And you were missed
Where do you want your welcome back kiss?
Shift perception: from seeing what is wrong to helpfulness
Get rid of the “thank you” and “good jobs”
You scooted over so your friend could have space, that was helpful.
You handed him a crayon so he could finish his project, that was helpful.
You ____________________ so __________________ that was helpful
Friends and family board. Needs to stay up all year.
You leave you pictures up… why do we take the family board down at the end of September??
Dr. Pam Schiller
Brain Research Updates
Increases O2 and therefore alertness
Increases endorphins which enhance memory
Enhances hemisphere communication which increases attention
Syncs the brain with patterns which help organize thoughts
Environment impacts attention, memory and learning:
Feeling safe opens the door to learning
Clutter closes the door to learning including VISUAL clutter
Aromas and colors impact attention
Dehydration interferes with clear thinking
Rest allows the brain to defuse and make room for new info
»>67% of all preschoolers are sleep deprived
Choices motivate learners
Novelty wakes up the brain
Enriched environments can raise IQ
IQ fluctuates – not stable until late adolescence
IQ is not fixed at early age and very likely is not a factor of genetic predisposition
Windows for learning close at puberty for most people except for vision which closes at 24 months.
Babies – blurry, 9-14 inches, black/white, not 20/20 until past 2 years old ((is this true??))
Windows of Opportunity (on the handout)
babies can understand 87% of what you are saying
cause and effect is the foundational baseline of all future cog understanding. Plays a major role in the development of all future thinking skills. Won’t dev prob solving skills without cause/effect
experiences wire the brain
repetition strengthens brain connection
brain structure and capacity are the result of a complex interplay between genes and the environment
the brain is changing it’s shape VISION and MOVEMENT (occipital area)
higher functioning area has a different topography
social areas have diminished
sharpens cog abilities
dev quicker reaction to visual stimuli
increases attention for some individuals
increases awareness of images in peripheral vision
Diminishes social interactions
Increases irritability and fatigue if used for long period (exhaustion, but not aware of it)
Nurtures “continual partial attention” (multi-tasking and breadth not depth)
What are the professional, social and political impacts?
60 min on the screens decreases social interaction by 30min
Spindle neurons – it used to be thought that humans were the only ones that had them – discovered that apes and whales had them – scary fact of the day » apes and whales are developing more spindle neurons than humans. (appear only in highly intelligent mammals and evolved in relation to emerging social behaviors)
There is a predictable process for assisting the brain in channeling stimuli into long term learning – perceptual register process – FILTERS everything except SMELL.
Children must feel safe or this register will SHUT down
Children must not be over-stimulated or the register will either SHUT down or will open up and let EVERYTHING in
If the info coming in is of HIGH INTEREST the register will let it in
The more senses that were engaged in bringing the info in will let more info in
The brain is more like a filter than a sponge
Intentional instruction optimizes learning.
Tap into prior knowledge
Point out likenesses and differences
Follow the lesson as close as possible
How will I use this info?
How has my thinking change?
Be conscious of assisting them in talking and verbalize
They can’t organize the answer – no internal dialogue yet.
Physical activity stimulates the body to create a hormone that acts as miracle-gro for brain
Spontaneous hand movements are not random – they refect our thoughts
Hands-on explorations contribute to critical thinking skills: making distrinctions, recog relationships, organiz systems and taking on multiple perscpectives
Exercise leads to deeper cog understanding
The tools of the mind and mind in the making skills are more important than IQ
Social wiring is highly dependent on adult interaction
»leads to empathy
Children need adults who are “fully present”
END NOTES from the sessions I attended in Dallas, July 2012