WEEKLY STAFF BULLETIN
February 3- 7
WEEKLY STAFF BULLETIN
Good morning,
Happy Monday. It's hard to believe it is already February. We only have eight weeks of instruction left before state testing begins. Students should be finished with Pro-Core B. Hopefully the data from the Pro-Core can help guide your instruction and which students need to work on specific skills.
This month's character trait is Kindness. Hopefully we can build off what we started last week with kindness week. This week is Counselor Appreciation Week. It would be great if the students could write thank you's to Mrs. Baird and if they see their own counselor one to them. Our counselors really do make a difference.
Aim High and Dream Big!!
Trish
What's Going This Week
This week is Science
National Counselor Week
Monday- Basketball v/s Williamsburg- Girl's home
Tuesday--
Wednesday- EH - Subject Areas
Thursday- P/T Conferences
Friday- Jill's Birthday; National Gumball Day; TLC Planning am
Saturday- Holly G's Birthday
Upcoming
February 6- Parent Teacher Conferences
February 6-13th - Book Fair
February 7&10 - Bubble Gum Days
February 14th- PD Day
February 17- No School
February 21- Energy Guy Presentation
Friendly Reminders
Submit Weekly Team meeting notes.
Articles/pictures/newsletters for Parent Newsletter
Professional Development
PD TIP
Supporting Students Affected by Trauma
If our schools are to address the severe life disruptions and trauma that are occurring in our student populations, we need to be authentically trauma responsive and advocates of social and emotional learning. That is a path to improving our students’ learning outcomes and competencies—unless students feel safe and known in school, they do not learn.
Students who come to school dysregulated cannot access the executive functions they need to pay attention, emotionally regulate, problem-solve, hold strong memory, and be creative. Luckily, there are accommodations that help students with adverse childhood experiences (ACEs) calm their stress response systems so they can access executive functions. And because our students spend thousands of hours in school during their K–12 years, educators have the opportunity to address social and emotional competencies by using these accommodations that are so needed for the emotional, social, and cognitive well-being of our students who carry in adversity and trauma.
Many of our students who need emotional support and resources do not have an IEP or 504 or a team of educators and staff available to consistently meet their social and emotional needs each day. These students have critical needs in the areas of attachment and self-regulation, and educators can do much to support them, even in the absence of an IEP or 504, by working to build relationships with them throughout the school day, fostering a much-needed sense of attachment to the school community.
Secure attachments and strong relationships help these students develop their nervous systems and brains and build the skills needed for emotion regulation.
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DISCIPLINE INSTEAD OF PUNISHMENT
We can build these relationships and attachments by intentionally and transparently handling these students with care and understanding, and employing these accommodations within our procedures, routines, transitions, and morning bell work and meetings.
We can also keep in mind the difference between discipline and punishment. Pain-based behaviors can look disrespectful, aggressive, oppositional, defiant, or dissociated and shut down. When these behaviors cause harm, they shouldn’t be excused, but we should use discipline rather than punishment. Discipline means providing the practices and strategies students require to feel calm, focused, and ready to learn. Once they’re calm, it’s possible for them to learn from the harm they have caused.
We don’t get angry with students who need academic accommodations when we provide graph paper, extra time on an assignment, audio or technology accommodations, or adjustments on an assignment. Students with ACEs need the experiences and opportunities that will help them improve their self-regulation and connection—they need SEL accommodations, and focusing on discipline rather than punishment helps educators give students the guidance they need, without anger.
ACCOMMODATIONS FOR STUDENTS WITH TRAUMA
At the district, school, department, grade, or classroom level, we can create these accommodations for our students who walk in ready to fight, flee, or shut down.
A change of seating arrangements can sometimes help a student feel safe and focused. This placement or seat may need to be in the back of the classroom or against a wall so there is a felt support and the student can see everything around them and in front of them.
This next step takes some work: Educators start by identifying students coping with ACEs—looking at chronic discipline issues can help educators know which students need a sense of connection and help with self-regulation. For each of these students, identify one or two adults in the school with whom the student feels comfortable and safe. This kind of mentor relationship is a touchpoint in times of anxiety or dysregulation, and a powerful accommodation that provides a sense of safety for self-regulation and secure connection.
Meeting with this mentor every week provides an opportunity for a check-in, during which students can share and discuss their challenges and successes. Discussions might cover points like these:
1. Strengths to Help Me With My Goals
- I love to learn. I’m seen as a leader and good friend by others.
- I have a great imagination.
- I notice everything.
- I am good at sensing others and nonverbal communication.
2. Interests and Areas of Expertise
- I love art.
- I am interested in animals, especially cats.
- I have a pet-sitting service.
- I am good at soccer.
3. Triggers
- What are some experiences, events, sights, sounds, smells, relationships, or people that cause you to feel anxiety or other negative emotions?
Another idea is to set up a personalized routine of self-regulation accommodations before there are conflicts and behavioral challenges. For example, start with a list of quick breaks—getting a sip of water, taking a walk, taking three deep breaths, drawing or using a favorite art form, moving to a quiet area, or journaling—and have the student choose two or three items from the list that they will employ in times of dysregulation and growing frustration.
It is key that these steps be taught and discussed ahead of time so that when the student does get upset, they don’t have to make a tough decision about what to do—they have only two or three choices, which they selected for themselves in a moment of calm.
BETTER LEARNING THROUGH STRUCTURED TEACHING DISCUSSION FORM
TLC
Week of 2-03 to 2-07 M, W, F- 2:15-3:30
Go over weekly agenda
Set goals for the week
Discuss ways they have used their strengths and what strengths they can work on
Gratitude, Bravery, Perseverance, Self-Control, Honesty and/or Kindness journal each day
2-04 Tuesday
As a class, go over the definition of Kindness
The quality of being friendly, generous, and considerate.
Watch the 5 minute video “Silent - An Award Winning Short Film about the Power of Kindness” (https://www.youtube.com/watch?v=_an9aIryJb8)
Kind Words Help (5th & 6th grade TLC binder page 23)
Self-compassion means being nice to yourself. Helping you students learn self-compassion will go a long way toward building their resilience during hard times. They are more likely to “bound back” if they can give themselves a break by making kind or encouraging statements to themselves. This will lead them to feel more secure and less anxious when they encounter hard times in the future. Self-compassion can step in when your student fall down, allowing them to get up and try again.
To get you students to build an “internal language” of self-compassion, have them get out their Strengths Journal and write down the nicest thing someone has said to them. Them have them respond to these questions.
How did you feel when someone said something nice to you?
What do you do that lets you know that this statement is true?
Have students write the kind statement on a sticky note and place it on a mirror at home or in their locker. Encourage them to repeat the statement each morning in the form of: Today I will remember that I am [insert kind phrase] __________.
2-06 Thursday
Random Acts of Kindness Promise Card ((5th & 6th TLC binder Appendix C)
Have students complete the top part of the card, indicating what act of kindness they will perform at home. After they have completed the act of kindness, ask the person who benefited from their act of kindness to sign the card. Students can bring it back in on Friday! You’ll have to give the students these directions because they are not on the card. They are at the top of the page in your binder, see above.
Promise cards are provided.
Have students make-up or find a kindness quote. Provide materials for students to display the quote on their locker or somewhere else you (teacher) deem appropriate.
Extra
Practice with Character Strength language
Using your Character Strength cards (O-ring flip cards), pass out one per student. Have students find a partner and share a time they used that character strength. When both partners have shared, have them trade cards and find another partner. Repeat until time is up.
If you have any new students that haven't taken the VIA survey, please find a time this week that they can take it. Here are the survey links:
* Password: FelicityTLC19> *
5th grade URL: https://www.viacharacter.org/survey/classes/Register?classCode=FFMS5
> * 6th grade URL: https://www.viacharacter.org/survey/classes/Register?classCode=FFMS6
> * 7th grade URL: https://www.viacharacter.org/survey/classes/Register?classCode=FFMS7
> * 8th grade URL: https://www.viacharacter.org/survey/classes/Register?classCode=FFMS8
STRENGTH SPOTTING
Please use this form to nominate fellow staff members who do extraordinary things! We will draw from these nominations to raffle gift cards throughout the year. Teachers who submit a strength spotting will also be in a drawing.
This weeks teachers nominated were:
Tina Miller for showing Kindness, Leadership. Love for Learning and Teamwork. Tina is such a caring teacher. She works hard to help all of our students succeed. She is very dedicated and loving teacher.