Free Halloween Brain Breaks!

I'm a big believer in using brain breaks with students.  Sometimes they get stuck and can't move on, sometimes they have the wiggles and can't focus on learning until we move.  There are all kinds of reasons to use them.  I found these FREE Halloween brain breaks over on Facebook.  

 So go on over to http://www.secondstorywindow.net/home/2014/10/brain-breaks-for-halloween-freebie.html and get your free copy!  Do you have a favorite brain break that you use with your class?  

Share in the comments!

Conflict Resolution in the Classroom

It is that time of year; state testing has just finished, the weather is warming up, and the arguements are breaking out between the students.  What is it about the end of the year that seems to attract the arguing behavior? 

The arguements aren't about anything huge or world-changing.  It's "You stepped on my foot!" or " Why are you lookin' at me?".  As a teacher, you aren't able to mediate each and every arguement.  You would never have enough time to teach if you did mediate everything! 

So the question is:  How can children mediate their own arguements?  There is a great article on the Responsive Classroom website that discusses this topic.  Just click on :  Responsive Classroom website.  If you have any additional ideas, please feel free to share them in the comment section.

Tips for Student Engagement

I received an email containing a newsletter from Edutopia today on "Tips for Increasing Student Engagement".  Head on over to http://www.edutopia.org/files/existing/edutopianews.html and take a look for yourself.  Do you have any tips or ideas?  Please share them in the comments section.

Cross-Checking & Self Correction Strategies

As a teacher, I was always looking for additional ways to frame questions to students so I wouldn't keep repeating myself over and over. By keeping it fresh, the students tended to pay a tad bit more attention to what I was saying to them. Check out the list below of responses/questions that can be used when working with a student.

1. How did you know it was that word?
2. You stopped for a moment just before you fixed that. What were you thinking?
3. Is there any other way you could know?
4. Can you find two ways to check that word?
5. I noticed that you looked at the picture and used the first sound to read that word. Did you do anything else?
6. That makes sense and sounds right. Now check the letter.
   
7. What are some of your choices now? Which one, do you think, would work best here?
8. Check to find out if what you read makes sense, sounds right, and looks right to you.
9. Why did you stop there? What did you do to fix that part?
10. You decided to reread that part to get a running start to check that word. Did it work?
11. I noticed that you were looking at the pictures to help you change the word that didn't make sense there.
12. Did I need to help you with that? No, you thought about it and corrected yourself.

These are just a few examples. What are some that you use with your students?

Working with Different Sensory/Modality Strengths and Limitations

by Jane Bluestein, Ph.D.

Found at http://www.janebluestein.com/handouts/modality.html

Verbal Ability

Strong Verbal

 Left-brain, right-hand dominant
 Strong Verbal Skills
 Can communicate even under stress
 Like to talk about what they're learning
 May be overreactive to noise, touch, visual input (difficulty paying attention)

Verbal/Communications Limited

 Right-brain, left-hand dominant (stronger kinesthetically)
 Left-brain, left-hand or right-brain, right-hand dominant
(may also be kinesthetically limited)
 May need more time to think, respond
 May be able to demonstrate understanding in other ways
 May do better in conversation than in front of the class or "on the spot"

Visual Ability

Strong Visual

 Left-brain, right-eye dominant
 Can take in and understand visual input, even under stress
 May notice visual dimensions of an experience (ex: scenery, lighting)
 Receive info by looking, watching, reading or being shown
 Need eye contact, need to see speaker
 Do well with maps, charts, diagrams

Visually Limited

 Right-brain, right-eye dominant or left-brain, left-eye dominant
 Can overload in a "busy" environment
 May look away from teacher or close eyes to concentrate
 Keep maps, charts and diagrams simple
 Provide verbal directions

Auditory Ability

Strong Auditory

 Left-brain, right-ear dominant
 Can take in and understand auditory input, even under stress
 May notice auditory dimensions of an experience (ex: dialogue)
 Receive info by listening or being told
 Process with self-talk, inner voice
 May need to look away (shut out visual distractions) or not look at speaker

Visually Limited

 Right-brain, right-ear dominant or left-brain, left-ear dominant
 May tune out speaker
 May close eyes to concentrate, turn dominant ear toward speaker
 Put directions in writing, make visual info avail, allow to create mental image

Kinesthetic Ability

Strong Kinesthetic

 Often right-brain, left-hand dominant
 Would rather touch than look
 May notice kinesthetic dimensions of an experience (ex: action scenes)
 Receive info by touch, movement
 Often described as hyperactive
 May have difficulty with visual or auditory input if kinesthetic needs are not met (especially if movement is restricted for a long time)
 Provide kinesthetic outlets (ex: playing with string, clay, beanbag; chewing gum) during non-kinesthetic activities

Kinesthetically Limited

 Fewer kinesthetic demands in traditional classroom,
so will generally do OK(may have trouble in classes that demand fine- or gross-motor skills)
 Work from their strengths

________________________

Keeping Modality
Channels Open

 Minimize stress in environment (weaker channels shut down under threat)

 Do integration activities to "wake up" different parts of the brain

 Accommodate more than one modality whenever possible (ex: saying and writing directions)

 Teach kids to self-regulate (without disturbing anyone else)

 Provide outlets, various ways of paying attention
(options you can live with, options that will not disturb other learners)

Excerpted from Creating Emotionally Safe Schools, by Jane Bluestein, Ph.D. © 2001, Health Communications, Inc, Deerfield Beach, FL.

Empowering Parents: working with children who have behavior issues

There is a fantastic newsletter by a website "The Total Transformation" called Empowering Parents. Please take a moment to visit it at http://www.empoweringparents.com/email_templates/04-14-2009C.html?&utm_medium=email&utm_source=email04142009N. Tell us what you think about it. This newsletter discusses how to stop victim thinking in kids. There is also a link to a parenting podcast.

20 Simple Ways to Calm A Child

The following information was found on page 5 of the Spring 2009 School Specialty Sensory, Learning & Behavior Solutions Integrations catalog, written by Miss Sue and Team.

1. Soften the lights.
2. Bring the child to a less busy room.
3. Have the child face a simple wall.
4. Keep a "chill-out" space always available..know the signs before someone needs it.
5. Be aware of temperature and make sure the child hasn't over-heated. If necessary, turn on a fan, remove a sweater, etc.
6. Provide soft, slow, rhythmic humming, song, or music (no words), or metronome.
7. Repeat an affirmation rhythmically, such as, "It'll be okay, it'll be okay, it'll be okay..." (no other talking on ANYONE's part until everyone is calm.
8. Dampen extraneous noises by closing the door or putting headphones on the child and providing calming music.
9. "Swaddle" by wrapping the child in a blanket.
10. Rub or rhythmically pat the back firmly.
11. Have child apply pressure by sitting in a bean bag chair.
12. Have child sit in a rocking chair, bouncy chair, or on a ball chair.
13. Trampoline, or if not available, jump up and down 10 times.
14. Wall or chair push-ups.
15. Offer something to suck on, like a hard candy, or a snack-sized applesauce, pudding, or yogurt to eat through a straw.
16. Crunchy foods can calm. Try goldfish crackers, pretzel rods, or carrot sticks.
17. Deep breathing....
18. Blow whistles and march to music.
19. Have the child blog bubbles.
20. Chew on a "chewy".
    

With spring comes the fidgets!

With the warmer weather arriving, many teachers are having to deal with the "fidgets".  Kids are getting restless and keeping their attention in class is a struggle at times.  Let the children have a way to move as part of a procedure or routine.  One idea is:

Teacher's Attention

1 Finger held up = "I wish to speak"

2 Fingers held up = "I wish to leave my seat"

3 Fingers held up = "I need your help"

Pictures should accompany these directions so everyone is on the same page as to how the fingers should be held up.  The teacher should explain the concept, practice the procedure, and then consistently implement the procedure in the classroom.  If you have any ideas, please feel free to share!

Visual Perception Activities

What is visual perception? Some students have difficulty with focusing their eyes. This can impact them in the classroom in a variety of ways. Below is a list of activities that can be done with a student to strengthen their developing visual skills.

1. Mazes: have the student work a variety of mazes. This will have the added benefit of strengthening fine motor skills also.
2. Matching, sorting, and labeling objects based on color, shape, size, function, etc.
3. Sorting and labeling pictures.
4. Hidden pictures: have students find objects hidden in a picture, like the Where's Waldo photos.
   
5. Matching objects to outlines drawn.
6. Memory games using a small selection of picture cards, and finding pairs.
7. Spot the Difference: find differences between two photos
8. What Did You See?: Show 2-5 objects for 15 seconds, cover them or take them away, and have the student recall what they saw.
9. I Spy: Play the I Spy game. Have the student point to the item that you have named.
10. Dot-to-dot exercises

This is just a partial list of many activities that can be done to strengthen a student's visual skills. Remember: vision is not just a matter of can they see or not, it also includes tracking skills, focusing from near to far, and many other skills.

Connect Families 2 School

Dear Readers,
I apologize for the brief break in posting. We will be returning to
our regular schedule of posting information beginning today. Please
check out the wonderful offerings that we have to share.

CONNECT FAMILIES 2 SCHOOL

A time for parents to connect with other parents, educators, and
specialists to enhance their knowledge, gain strategies, and increase social and emotional support.

When: Monday, March 9 from 6:30pm to 8 pm
(adults only if possible)

Where: John Pittard Elementary, Murfreesboro City Schools
Music Room

Topic: Sue Humphrey, Occupational Therapist, will be discussing
sensory needs in children. Mrs. Humphrey is an expert in recognizing and assisting families with children who have sensory needs. Come, listen, and participate as Mrs. Humphrey shares her vast experience with sensory regulation and our daily routines.

If there are any questions please call Lori Shea at Pittard at
615-396-0240

Working with the difficult student

I was lucky enough to attend a training titled "Working With the Difficult Student" with Dr. Jane Bluestein this week. Dr. Bluestein has written several books including "The Win-Win Classroom". She spoke energetically about this topic and turned my thinking on it's side about how to approach students in a way that lets both the teacher and the child win. What a fantastic idea! Her premise is about preventing the difficulties before they ever begin. I hope to share over the next few days several of the ideas that I took away from this training that can be used both in the classroom and at home.

I will share this: I used one of the strategies this morning on my 5 year old. He had gotten up this morning and turned on the tv. When I tried to get him to get dressed and eat breakfast this became a battle. You see, you can't see the tv from his room or the kitchen. He kept saying "one more minute!" and never got dressed or ate. I finally became irate at him for ignoring my directions and he became irate with me for insisting on following them. Typically I would have turned off the tv and told him "No more tv until you are dressed and have eaten!". This time I said "Hey, I'm going to help you. After you have gotten dressed and have eaten breakfast, I'm going to let you watch a few minutes of tv until we leave for school. What do you think of that?". The 5 year old loved it! The tears dried up and he became excited because I told him I would help him. The great thing is, I didn't change the core of my message: those two tasks were going to be completed before he could watch tv. I just changed how I presented it to him and we were both winners in the situation.

So keep checking back over the next few days for strategies and ideas. If you get a chance head on over to www.janebluestein.com and look at the free items. There is a lot to choose from.