Go beyond trauma informed schools and turn you school into a resilient school that is ready for anything that is thrown at it.
Bridging to Resilience Series: Rob Resilient Schools 39
Helping Kids Develop Executive Functioning with Alexis Reid Resilient Schools 38
Book - Wounded By Schools - great read.
Executive function skills - stories are related to other adults in their lives - a lot of invalidation around their experience of not being able to access what’s going on in schools.
Story of what a student’s experience is.
Kids who feel disconnected or not learning.
Kids who feel like school is not for them.
School wounds go back to different stages and levels of our lives.
Schools should feel safe for kids.
School is not designed for kids.
Purpose of school design: How do we help kids do the things that society wants them to do?
We can’t aim for the middle
Executive Function - behaviors related to the cognitive skills related to help us get things done, especially efficiently.
Executive function: Inhibition (pause and assess before reacting); working memory (take information, and do something with it); cognitive flexibility (shift sets, being flexible and adaptable) - not just about learning, but about living.
Then there are behaviors related to those things
Prioritize time (because we can’t manage time).
Invalidation - Often get mislabeled as behavioral skills or as “dumb” because they can’t do certain things in schools at the right time.
What Schools think Learning Looks like vs. what is actually looks like
Setting up parameters to allow for flexibility - firm goals, we can allow flexibility for how to get there.
Learners have greater insight than I could ever imagine
Structure with flexibility
More time to give pause
Is school really about task completion or about learning?
Two things: set up a structure with flexibility and allow for student's voice.
A sidenote about AI - highlight this episode with Viktor Karkar
Practicing through games. Here’s a fun game- Pedunkle.
Students have a hard time admitting when they can’t do something and they don’t know how to ask for help.
Todd Rose - Square Peg Book
What are the systems we set up in schools devaluing?
When we don’t set up for flexibility, we see kids shrink away.
Never met a student who doesn’t want to do well.
Connect with Alexis on Instagram or X or listen to her podcast here.
About Alexis Reid
Alexis Reid is an educational therapist and learning consultant who specializes in executive function (EF) coaching, social-emotional learning (SEL), teaching and development, as well as designing flexible and accessible learning and environments through Universal Design for Learning (UDL).
Importance of Relationships in Healing Trauma with Eric Nachtigal Resilient Schools 37
Kids will work for people that they like.
Brain research - brain structure is changed when it goes through toxic trauma or traumatic events
Positive experiences and positive relationships rewire the brain.
Favorite R word is relationships
Relationships leads to resilience
We want kids to be successful people in the world.
Building resilience relationship - authentic, genuine, accountability
Building such a strong relationship with him that you can build strong relationships.
Filling your bucket and
Unconditional positive regard -
If you make a mistake and you let them down, you apologize
Relationships do not build resilience by doing the big things
People have these big brick walls.
We have a hard time trusting
We need to take out one brick at a time.
Safety, belonging, and dignity
Relationships are complex
Endure through the difficult part of the complex.
In Public education, we have to approach things differently.
Know your setting
Avoid oversharing by making it about them, not bringing the attention to you.
Appropriately vulnerable - Lean towards vulnerability to build trust and the relationship.
Mad, sad, glad, and afraid.
Leaving space for people having control over their life.
It’s ok to make mistakes.
About Eric Nachtigal
Eric is a Trauma-informed Behavior Intervention Specialist who has extensive experience addressing students’ social emotional and behavioral needs while promoting healthy emotional and academic development. He has been in the field of education for almost three decades and is celebrated as being team-oriented, and an excellent communicator with parents, students, and colleagues. Eric always strives to do what is best for students and educators. Eric has an array of skills & tools that he has honed along his journey from time spent as a classroom teacher, a school counselor, administrator, to Behavioral Social Emotional Student Support Specialist for the past half-decade.
This broad scope of experience has provided him with an abundant toolbox to support staff in building resilience with students while implementing trauma-informed individual behavior plans. He is able to support educators as they begin to do the work that increases student engagement, reduces disruptive behaviors, and addresses student crisis interventions. As a result, both students and staff will begin to experience a positive culture and true team building.
Bridging to Resilience with Katie Perez Resilient Schools 36
Problems of Practice
Structure where people are able to get multiple feedback sessions.
The smartest person in the room is the room.
Thinking about the individual student we serve and how it’s working for that specific student.
The problem we are having within the confines of that practice we are trying to implement.
Put your problem in the pot
Break into small groups, then the “hot seat” gets feedback on the problem.
Questioning - clarifying questions to
The asker sits back and listens
Brainstorm ideas and possible solutions
Asker then makes an action plan.
Anybody who is at bridging able to submit things they want to
Curate a network at Bridging to Resilience
Looking at bridging for opportunities to create this relationship
Returning attendees bring new people into the fold.
Putting up the umbrella during a brainstorm session.
Purpose is not to defend or make decisions.
Used to looking to outside resources for our ideas.
Validate that this room here has knowledge and ability to make things happen.
Yes And game and 10% true.
Remove the word but
If you did know, what would you say?
The need for unlearning for adults in schools.
Role of consultant vs. someone in the school.
Equipping resilience coaches.
Joyce and Showers - professional learning
The power of supporting others through repeated interactions after development.
About Katie Perez
Katie Perez does a lot at ESSDACK, Project-Based Learning, Trauma/Resilience, School Redesign, Four Disciplines of Execution, Elementary Generalist, Keynoter, Facilitator, Coach, and Mentor. A large part of Katie’s work at ESSDACK focuses on supporting educators as they become trauma-informed. Katie has been researching and speaking about the science of hope since 2007. She says, “Hope guides me in all endeavors. In both my professional and personal life, I see opportunities to share and spread hope with others so that they too may develop pathways to see great possibilities in their lives. I believe in the power of engaged educators to build significant relationships with young people to encourage, inspire, and build great lives.” This work has led to a partnership with Jim Sporleder to build a curriculum guide to support school faculties in their journey to becoming trauma-informed.
Katie’s true passion in education is in helping teachers reignite their own passion for teaching and learning. As a facilitator and coach, Katie customizes professional learning to target the specific goals and needs of each educator or audience. She believes that the key to unlocking the full potential in our education system relies on the hope, well-being, and engagement of our educators and students.
Bridging to Resilience Conference with Ginger Lewman Resilient Schools 35
Self-care is a lie!
85% of every group said they didn’t make a doctor’s appointment that they knew they should make.
We are hard-wired to put others first
Regularity and intentionality
How do we systemically make sure everyone is taken care of
We’ve been brought up to serve one another.
If we care about each other, we will take care of each other.
The science of is resilience: it’s the ability to bounce back.
In the presence of another safe-supporting adult.
We become that way because there is a safe supporting adult there saying you can make it.
Resilience is the ability to adapt and overcome challenges with a supportive adult.
Self-soothe vs co-care
Sedation is ignoring our challenges - numbing strategies or not feeling a feeling.
Feelings can hurt, and we often do things to avoid it.
River of cruelty.
How we can help people who are avoiding feeling their feelings?
Quick Check-in: Mad sad, glad, or afraid?
Normalize having emotions.
It’s oK that you have feelings.
Body Doubling - needing to have someone there.
Judgment and blame come from within someone else.
What does it mean to be a safe supporting adult?
We bring together the believers. This is not just a school, healthcare, or education problem.
Nothing about us without us!
We bring parents, educators, healthcare and so many more together.
Kids are invited away from our systems.
About Ginger Lewman
Ginger is a national consultant & keynote speaker with ESSDACK, a non-profit education service center based in Hutchinson Kansas. She inspires and helps all levels of educators figure out the ins and outs of teaching and learning. Some of her specialty topics include redesigning schools & learning environments.
Please add questions that we would ask here, and you can add anything that you would like to add as well.
This is certainly not an exhaustive list, nor will we ask everything that is on here, but will help guide the conversation.
Our podcast interview is scheduled for 01:45 pm - Monday, September 11, 2023, in the America/Chicago time zone. And the link for our meeting is: https://sqdc.st/studio/PHtG
*** PLEASE FILL OUT THIS FORM SO I CAN SEND YOU A THANK YOU CARD *** https://goo.gl/forms/ntIGRH7zm6B10Nyw1
Community Building Circles! with Carmen Zeisler Resilient Schools 34
Three types of circles: Community Circles, Academic Circles, and Restorative Circles
Conflict is a natural part of life, as adults and as kids, we just avoid it.
We’re not going to talk about it or you’re suspended.
Talking about repairing harm
Belonging to Safety and Dignity. The people in the circle are there to support them.
Consistently doing community circle work.
Doing circle work just for discipline makes it really hard.
Example about girl drama and 4th-grade drama.
Circles part of everyday activities made it possible to prevent further issues.
Students have a place to bring up issues.
Why take the time for circles?
As an educator, I’m going to spend my time somewhere
We think kids know how to solve problems, but they don’t always and they need teaching.
Social Media is an example of how to not solve an issue.
Time and space to learn conflict resolution
Structure of a circle meeting.
Get your flow of a circle meeting and stay with your flow.
Opening activity (Mindfulness, poem, quote, song)
Values round (reviewing our values or bringing certain values to the circle)
Round 1: check-in: Are you mad, sad, glad, afraid?
Round 2: What is your focus? Academic, Community, Restorative?
Closing: A way to bring everyone together and clarify where they’re at. Expression of gratitude.
Children’s literature with circles (reading a children’s book)
Mindfulness moment to close out our time.
Are we ready to make a decision?
Never require someone to be a part of a circle.
Students who are long-term suspended or expelled, need to be a transition process in place for them. Reentry circle to make the transition more effective.
People are not one-dimensional.
Bridging to Resilience Conference - Register Here. November 6-8 2023 in Wichita, KS
7 sessions each time there is a breakout.
About Carmen Zeisler
Carmen Zeisler is the Director of the ESSDACK Learning Centers, an Educational Consultant/Coach, and a co-founding member of the ESSDACK Resilience Team. In Learning Centers, she has been instrumental in leading a Redesign process through Project-Based Learning.
In schools, Carmen loves collaborating with teachers on Trauma-Informed practices and she leads The Restorative Justice in Schools effort on the ESSDACK Resilience Team. Her other passion as a Consultant and Coach is supporting teachers to build a strong reading culture in their classroom. One of her favorite ways to do this is to use picture books with science and social studies to make these content areas come alive for students!
Carmen has traveled the world as a teacher. She spent ten years in Mexico at the American Institute of Monterrey teaching 9th and 10th grade English literature and helped build the gifted and talented program that was used as a model for all of the state of Nuevo Leon. Carmen fell in love with the Mexican culture through language, food, dance, music, and people.
She started getting antsy and wanted a new adventure so she headed off to Brasilia, Brazil where she spent three years at the American School of Brazil teaching kindergarten. During this time, she had students from 16 different countries in one classroom! Her time in Brazil left her with a passion for writing and languages.
She landed back home in McPherson, KS where she taught for 10 years prior to coming on board at ESSDACK. Carmen has been to 33 countries and loves infusing her travels into her teaching.
Carmen’s is a natural at building relationships with students and teachers so that she can then ask powerful questions that help ignite passions!
Carmen’s passion is building relationships with students and teachers so that she can then ask questions to help guide them in finding their passions!
This podcast shares the variety of ways that schools need to collaborate inside and outside of the school community to develop the whole child.
Trauma Informed in one thing…
But this podcast helps you see that it is about more than trauma.
The concept of resiliency and supporting the mental health in students and staff is so important-I love that this show is talking about these issues and coming up with solutions.