Healthy Learning Environment
Autos = Self
Bios = Life
Graphy=Writing
An autobiography is the author's retelling of their life. This is written in first person and the author is the main character.
Thayer Matrix
Low energy and high tension is precarious. When this happens we need to restore students energy
If a child continuously comes to class exhausted, we need to investigate why that may be the case. Allow them to sleep if this is what the child requires to boost their energy
For optimal performance, we need to have students with good energy and low tension. While this is not a guarantee, we need to be willing to learn how to help each student get into that ideal spot on the matrix should they become dysregulated
Energy versus tension matrix
Routines
We should all have one thing that we do to signal the beginning or end of the day. This helps students to understand what is expected of them at any given moment
For example, start the day with a song and end the day with discussing something they've learned
Make their environments more predictable without chaos or confusion
Provides a sense of security and stability
It helps them know what to expect each day when entering the classroom
Routines help children make the transition to new classes
Blue brain/Red brain
Need to build relationships with students to figure out how to help children when they are in their red brain. This will not be the same method for each student, but if there is a pre-existing relationship, this may be easier to get the student regulated again.
The amygdala sends signals to the child if the situation they are in are safe or unsafe. You learn from your experiences and use this information to determine what to expect in a given scenario
Red brain is the limbic centre. When this is activated, the child is not able to learn because they could be in fight-fight or freeze mode. When this happens, we should allow the child to de-escalate until they are able to re-enter their blue brain state.
Blue brain is the neocortex where learning and thinking occurs. If children are not in the blue brain, or dysregulated, then they are not fully able to activate this portion of the brain which interferes with their learning and classroom experience
Feedback Loops
Add both your personal and professional accomplishments.
It's easy to focus on the engaged, 'good' students, but there needs to be attention paid to those disengaged students in order to help them learn in whichever way they need
Need to be willing to help students that struggle with disengagement. Figure out what works for each student and be patient
Disengaged behaviours -> decreased attainment -> student less engaged
Highly engaged behaviours -> increased enjoyment -> increased engagement
Relationships
Feel they can be authentically themselves
Positive relationships with other students also helps students to feel safe and included in the classroom
Teacher/student relationships are crucial in developing a healthy learning environment for all students
Add the things you like and make you a happy person!
Helps foster a positive relationship with learning
Plasticity
Add your vision for your future! You can choose to add your short term goal or long term goal!
Valuable not to judge based on what you've heard from past teachers. Form your own opinion because kids can change if you're willing to help them through the process.
Focus on what the child can do, not what they can't
Important to remember because if they are a 'bad' kid, they may just need more support or resources available to them
Children demonstrate high levels of plasticity when they are younger. This means that they can adapt to adversity quickly and mold to their environment.
Stress
Need to think about why the stress is happening for the student, rather than focusing on the behaviour at the surface.
Stress is energy consuming. If a child is experiencing chronic stress, this can be detrimental to their learning experiences in the classroom and can also have long-term impacts on their overall health
Students may freeze when told what to do, but this is not compliance. If this happens, the students needs to come down from this state in order to re-enter the classroom and be successful
We all need time for relaxation and restoration, or self reg more generally
Stress plays an important role in how well a student is able to function in the classroom. Stress can be good, but if it's long lasting then this can interfere with the students' learning ability.
Mental health strategies
Add the places you have worked. Additionally, you can mention what you learned from each of them.
Speak to your class in positive terms about mental health to help foster a more open-minded view of mental illness and those that suffer from one
Yoga, meditation, breathing exercises
Having these coping mechanisms from a young age can help build resiliency for children when they are faced with adversity
Teach students what mental health is. It's not something that is your fault
Mental Health Literate
Add the institutes where you got your degrees.
Know the signs to keep an eye out for
Duration
Frequency
Changes in mood
Ability in the classroom
How to respond to children if they are struggling
Need to know basics
Self-Reg
What and who made you who you are today?
Understanding how to keep yourself and students regulated contributes to a healthy and organized environment. A regulated classroom is a peaceful setting for all involved
5 steps include:
Respond
Reflect
Reduce the stress
Recognize
Reframe
We cannot come to the classroom dysregulated, or have a dysregulated classroom
Family
Add information about your family. Usually, the mother's maiden name is written.
Additionally, you can add their age.
Brofenbrenner's Ecological model
These interact on various levels including: microsystem, mesosystem, exosystem, macrosystem, and chronosystem
Explains how the individual is part of larger systems that influence the student's life and overall development
Beneficial to build a relationship with their families as well in order to have open, honest communication about their child
If child is coming to school dysregulated, worth having a conversation with the family to see if extra supports are needed
Understand that the family plays a role in how the child may come to school
Inclusive
Add your personal information.
Focus on one's ability rather than a disability
Believe that all students are capable of learning
Must be willing to make changes if a child does not feel it's inclusive to them
Can ask students what they are or are not comfortable with
Environment that all students feel safe
Regardless of background (SES, race, class, etc.)
To all students
