All Day PD with Miss Night!

Tweets from 4 PD Sessions on May 21, 2012

  1. First, my dog, because HOW CAN YOU NOT LOVE HIM?

  2. First session: Helping Kids Cope With Anxiety

  3. We don't punish kids for falling off their bicycle. Why do we punish them for poor self-reg? #kinderchat
  4. Many "bad" behaviours stem from anxiety. How is shame/blame going to help with that? #kinderchat
  5. Teens are, by definition, incompetent and insecure. This is not a judgment, it is a developmental fact. #edchat
  6. (In a PD session re: anxious kiddos. Sharing the highlights, as always.)
  7. EVERYBODY experiences anxiety at some point. It is problematic when it interferes with daily life.
  8. Kids know 4 feelings: mad, bad, glad, sad. We need to teach them more words - an emotional vocabulary. #kinderchat #edchat
  9. Anxiety = tension about what is GOING to happen. Depression = tension about what HAS happened. I love this framework...
  10. Anxiety = MOST COMMON childhood disorder. Oh my goodness, these poor kiddos. #kinderchat
  11. Estimated that 6% of kids suffer from an anxiety disorder of some kind. (No age range provided) #edchat
  12. Anxious kids are aroused (worried, adrenaline pumping), but withdrawn. This can appear to be annoying/attention seeking.
  13. The more you practice worrying, the better you get at it. The more you practice calm, the better you get.
  14. Genetics + Temperament + Psychology + Environment = predictors of anxiety. We can't manage all of these, but can manage some.
  15. Anxiety F words: fright, freeze, flight, fight, faint. All of these are possible responses.
  16. Those kids who fight you? The ones we call "oppositional"? This could be anxiety, not anger.... #kinderchat #edchat
  17. Kids will fight to avoid shame, embarrassment, humiliation. How are you scaring your fighters? #kindercaht #edchat
  18. Anxious kids may appear tired & lethargic because they are not sleeping. #kinderchat #edchat
  19. "What's the worst thing that can happen?" Anxious kids can mentally go from failed math test to homelessness in 60 sec or less.
  20. We cannot aim to eliminate kids' anxiety, but we can help REDUCE it.
  21. We miss anxiety bc it comes disguised as angry/annoying/nagging/attention-seeking behaviour.
  22. Let us not confuse silence means absence of a problem. "Do you have any questions?" is not enough. #edchat
  23. Quiet & shy doesn't necessarily mean anxious. But it doesn't mean NOT anxious, either. Do not over-normalise shyness. #edchat
  24. When we say a child is "annoying", the annoyance is in us, not the child. Same for "manipulative" "stubborn" #kinderchat
  25. When a child is ANNOYING, the question to ask ourselves is "what is going on?" #kinderchat
  26. Withdrawing from that annoying, manipulative kid is WORST POSSIBLE thing for him/her. They need us to step forward. #kinderchat
  27. The diff btwn stubborn and determined is in my reaction, not the child's behaviour. #kinderchat
  28. A "stubborn" child is really just a determined child, who brings out the STUBBORN in us. #kinderchat #edchat
  29. Stress is not good or bad. It is body telling you to do SOMETHING to adapt to the situation.
  30. NONE OF THIS MEANS we let anxious kiddos "get away" with anything. We have to UNDERSTAND first. #kinderchat #edchat
  31. The child DOES NOT KNOW what is going on when she is being annoying. We have to help her figure it out. #kinderchat #edchat
  32. How can we help kids change WORRYING about problems to WONDERING about solutions? #kinderchat #edchat
  33. Sidebar: ventilation just clicked off, sense of relief at quiet is palpable. Thinking about those sensory/ADHD kids who notice every noise.
  34. We have to identify and manage our own anxiety & worry before we can be effective w/kids. #edchat #kinderchat
  35. We MUST encourage bravery - trying new things, feeling the worry and doing it anyway - to help reduce anxiety. #BeBrave #kinderchat #edchat
  36. Ok, last slide = ENCOURAGE BRAVERY. This one: RELATIONSHIP IS EVERYTHING" #kinderchat, we totally got this covered!
  37. Wondering: do tchrs of younger kids have stronger sense of resp twd students' emotional health, bc we SEE their emotions more often?
  38. Do not underestimate the power of asking a student of ANY age "What is going on?" when they are acting out. #kinderchat #edchat
  39. Do not PUNISH the child. FIGURE OUT WHAT IS WRONG that she is not performing/not behaving. #edchat #kinderchat
  40. How can we help kids learn to sit w/anger/sadness/anxiety for a few minutes, so IT WILL DISSIPATE? #kinderchat #edchat
  41. From a child: "My feelings are real, but they don't always tell me the truth." #kinderchat #edchat
  42. @teachermeg It's really interesting - they respond so differently, ask questions I would never think of. Good to understand their world.
  43. @MisterJacques @cybraryman1 Blaming parents rarely helps solve the problem, either. We need their help.
  44. Removing effort grades from report cards is/was a mistake. Effort MATTERS. The child who works HARD to get a C MATTERS. #edchat
  45. It is not okay to give a child a 30% on a test and then move on to the next unit. #edchat
  46. We don't have time to NOT look after emotional health. Don't have time NOT to have recess/snack/quiet time @ all levels. #kinderchat #edchat
  47. @smitts02 If all kids are doing same work at same time, it's not meeting anyone's needs.
  48. We prob cannot change what is happening at home, but we CAN change what happens at school. #edchat #kinderchat
  49. @Blammo33 I agree. Grade was wrong word. Effort should be documented, recognized, valued.
  50. If parents are not helping, there is a REASON. They may need some help, too. #edchat #kinderchat
  51. @Blammo33 Grade is perhaps wrong word. Effort needs to be seen, valued, documented, recognized.
  52. The threshold where teacher says "we need prof help" is MUCH sooner than parents' threshold. Both extremes=problematic. #edchat #kinderchat
  53. Session 2: Bullying & Harassment in Schools

  54. Myth: bullies have low self-esteem and are rejected by peers. Fact: Bullies tend to have high self esteem and be highly regarded. #edchat
  55. If we stop talking about "victims" and start talking about "targets", it reframes the #bullying conversation. #kinderchat #edchat
  56. Myth: girl bullying=relational, boys'= physical. Fact: This is true in elementary, but by high school, all #bullying tends twd relational.
  57. Fact: Zero-tolerance bullying policies are NOT EFFECTIVE. In other news, water is wet. #kinderchat #edchat
  58. When faced with possibly expelling a child, teachers will turn a blind eye/hide the bullying behaviour to protect that child. I would, too.
  59. Myth: bullying builds character. Fact: bullying decreases resilience. Also: air! You can breathe it! #kinderchat #edchat
  60. As kids approached jr high, they are more likely to join in #bullying behaviour.
  61. It is VERY RARE for an adolescent target of bullying to approach a teacher for help on her/his own behalf.
  62. Bullying: repeated purposeful negative actions, seeking power/control/material or social capital, without remorse.
  63. One conflict, or repeated minor conflicts = NOT BULLYING.
  64. In normal conflcts, both parties want to work to resolve the problem. This is not true in bullying situations.
  65. Sidebar: Am not sure that cyberbullying CAUSES suicide. That seems like an overstatement, no?
  66. A child can be a bully, a bystander, and a target, all in the course of a single day. #edchat
  67. "When elephants fight, it is the grass that gets trampled." Think about how parent-teacher conflict affects kids... #kinderchat #edchat
  68. Having really good clear rubrics/expectations helps reduce conflict btwn parents & teachers. #edchat
  69. Setting clear boundaries with parents re: e-mail, phone calls, personal time will REDUCE conflict, create respect. #kinderchat #edchat
  70. Interesting: bullying OF teachers, BY students (i.e "I'M GOING TO TELL MY PARENTS) nearly entirely restricted to private schools.
  71. Bullying/harassment of students by teachers: intent is not relevant, student perception is everything. #edchat
  72. When a teacher starts a campaign against a student: THAT IS BULLYING.
  73. A bullying target can take some responsibility for his/her role in the interactions. This is NOT victim-blaming.
  74. Waiting for the developmental question to come up - can 5 year olds bully? Will raise it if it doesn't come up.
  75. Session #3: Self-Regulation
  76. Next up: Self Regulation! Never too much of this topic. #kinderchat
  77. Veritable buffet of tools to help kids w/self reg: wiggle cushion, visual timer, weighted pillow, earphones, fidgets, soft blankets
  78. Kids who get easily overwhelmed by sensory will shut down to control that input - creates inattentiveness. #kinderchat
  79. Need for sensory input and need for movement can look very similar. #kinderchat
  80. Just because child HEARD instructions doesn't mean she knows WHAT TO DO. #kinderchat
  81. @MisterJacques @cybraryman1 I try to remember that all parents are doing best they can with the tools they have.
  82. To manage emotions, kids need to be able to identify how emotions FEEL in their bodies. #kinderchat
  83. A child can recite a rule without knowing how it connects to his ACTIONS. #kinderchat
  84. Some children don't know how to share space with others. They need explicit modelling of HOW TO DO THIS. #kinderchat
  85. I find I have mixed feelings about self-reg "programs" than can be purchased. Anyone else? #kinderchat
  86. Thinking about brain/movement "breaks." We need to find ways to conceptualize them as PART of instruction, not a BREAK. #kinderchat
  87. Really, when you think about it: exercise really is the magic bullet for nearly anything that ails us/kids, isn't it? #kinderchat #edchat
  88. Maybe we need to INSTRUCT in a way that kids don't NEED movement breaks? Where the lesson is IN the movement...? #kinderchat
  89. @singalullaby Am thinking more of the mid-lesson "everybody do 10 jumping jacks"
  90. Session #4: Classroom behaviours from a Strengths-Based perspective

  91. This session is from the AWESOME OT who works w/our K kids. She is amazing - total kindred #kinderchat spirit.
  92. With our very youngest kiddos, we may be better to think about co-regulation than self-regulation. #kinderchat
  93. "If it works, it's treatment. If it doesn't, it's assessment." love this way of looking at intervention. #kinderchat #edchat
  94. Fine motor skills are more than just pencil grasp! Postuer & trunk control; shoulder stability; hand skills; visual perception. #kinderchat
  95. Order of motor control: head, trunk, shoulders, arms, hands, fingers, hand-eye. Child w/weak trunk will struggle to write. #kinderchat
  96. Before we ask kids to write/draw, are we warming up their arms/shoulders/trunk? #kinderchat #edchat. (Again w/exercise!)
  97. @tori1074 Oh, honey. Oh, I am so sorry. I wish I could bring you a cookie. Gives me palpitations just thinking about it.
  98. To write effectively, kids need to be able to use thumb, index, middle fingers independently of others. #kinderchat
  99. Visual perception is key part of reading & writing. Kids need puzzles, sorting games, matching games to build this. #kinderchat
  100. Visual motor integration: interpreting visual info & applying it to own actions. #kinderchat
  101. Let us not confound imitation and copying. A child who can imitate you writing a letter maybe can't copy same static letter #kinderchat
  102. To effectively print all letters, kids must be able to copy: horiz&vert lines, circle, cross, diag line, square, X, triangle. #kinderchat
  103. @singalullaby No no, am in the session, and sharing via twitter, EXACTLY so you can learn, too! No worries.
  104. Is a skill deficit bc of lack of exposure, opportunity, or due to true delay? #kinderchat
  105. @singalullaby I knew this session would be good, bc presenter is my friend, but she is blowing me away. Such good stuff!
  106. Executive functioning skills continue to develop into our TWENTIES. #funfact #kinderchat
  107. "ADHD is a deficit of executive functioning skills, manifested as an attentional issue." #kinderchat #edchat
  108. @singalullaby There you go - it's for trunk stability. Keeps their core engaged and steady so they can manage arm/hand/fingers. #kinderchat
  109. Cognitive flexibility = ability to manage change. We ask kids to "just deal" with SO MUCH change in the course of a day... #kinderchat
  110. @singalullaby Do they bite tongue/lip, stick out tongue while they write, too?
  111. When a child struggles with a task, brainstorm all the ways it can be modified: environment, tools, size, timing, duration... #kinderchat
  112. Looking at behaviour as a SKILL takes the emotion out of it. It is bc she doesn't know HOW to "behave" - teach her! #kinderchat
  113. Behaviour is always, ALWAYS, an attempt to meet a need. Be the detective: what is the need? How else can it be met? #kinderchat
  114. @singalullaby They do that to stabilize their jaws - has to do w/focus & pre-frontal cortex.
  115. @singalullaby The jaw thing was from a session in April, also with an OT. Tchrs need to understand motor dev way better! #kinderchat
  116. @happycampergirl And we do not have any OT at my school. I simply cannot wait for I Teach K this summer! Learning and friends!
  117. Kids do NOT get the choice to avoid the environments that stress/overstimulate/exhaust them. #kinderchat
  118. Using furniture to break up room helps w/motor planning, traffic control, visual & noise stimulation. #kinderchat
  119. @learningmurd This is SOOO good. She is SO. GOOD. I wonder if she would do a #campfirechat...
  120. CLEAR PLASTIC STORAGE CONTAINERS. That is all. The OT says so. Best classroom org tool for kids EVER. #Kinderchat
  121. If the kids won't stop running, TAKE AWAY THE RACE TRACK. Rearrange the furniture! #kinderchat
  122. “If you sit kids down hour after hour doing low grade clerical work, don’t be surprised if they start to fidget.” -Sir Ken Robinson
  123. Susan Lambert : be professionally , respectfully stubborn in the defence of a child's right to an education