Visuals & Routines

Recently I was asked to present on Visuals and Routines.  Presenting on this required that I really reflect on why I use visuals, and how do I describe that to others.  So here's what I came up with.  Imagine yourself on the beach:  What do you see?  Sand? Water? Umbrellas?  Coconut drinks with a tiny flamingo straw?  Is there a cool breeze?  Do you have a great view of the ocean?  You see, the beach on the left is a completely different beach than the one on the right.  Visuals help others SEE what we MEAN!

 How does this apply to working with kids?  Sometimes, we say one thing, but their life experiences mean something else to them.  This is why we can say "clean up," and they just throw everything on the shelves without putting it where it actually belongs.  Visuals allow the children to know exactly how you expect it to look!  They help reduce anxiety, have no attitude, and they never get tired of saying the same thing!  This of the most chaotic part of your day (mine is coming back from lunch with my pre-k babies when the hallways are full with middle schoolers going to lunch, other grades going to the bathroom, transitioning to PE, etc.  It's rushed for us to get our littles out of the hallway without losing everyone.) 

 So, how do we combat the crazy?  M.A.P it out!  That means in a whole group setting Model what to do, Apply pictures, Practice, practice, practice!  I put visuals up in every center in my classroom.  Each one shows a picture of what the center looks like clean, and how to clean the center.  We say, "hands on top, everybody stop," take three balloon breaths, then say "We can clean up our mess!" after giving a friend a high five.  We decide what we're going to put up, work together, and check that the center looks like the picture.  On the left is an example of what's in each center in my classroom, just customized for each area.

Young children think in pictures because they can't read yet.  By adding pictures to routines for them you are helping them process language (and bonus: you're wiring the left and right hemisphere of the brain together - developing the child's whole brain).  

When children struggle to remember what comes next, I refer them back to the visuals.  The goal is that they will become independent in the process.  You'll literally be able to watch them run the classroom!

Visuals also include class jobs, picture schedules, social stories, classroom timers, etc and can be used in the classroom, the car, or at home.  Do you have a child that struggles with bedtime?  Make a picture schedule or a social story to help them with the routine.  Does your kid struggle to get everything they need for school and get out the door in the morning?  Make a visual checklist for them to use in the evening or morning.  Basically, use visuals anywhere the day is crazy, and remember to M.A.P. it out!

There's NO Time!

Where has this year gone already?  I realized I haven't posted in a while, but had a lot swimming around in my head, so I figured it'd be a good time to write.  This year, I have been on a Conscious Discipline journey.  I have tried to document some of what I'm learning here, and I've had the opportunity to share my classroom with several teachers across Alabama.  

There's one question that I get a lot: How do you find the time?  The truth is, I thought this at first too.  I heard about all the ways Conscious Discipline helps create a class family, and I thought to myself, "I don't know how they expect me to do all of that and still teach."  BUT then I had that class...you know the one...the class full of those kids.  I cried a lot.  I felt like a failure.  I wanted to quit a lot of days.  (If there's one thing I've learned about teachers, it's that we hope to make a difference, and sometimes when we don't know how...it's really hard.)  I had already used every tool in my box and every trick I knew.  It didn't work.  I felt like a failure.  I carried this with me when I went home, and I dreaded the next day.  I knew a little bit a CD, but wasn't practicing it.  I was just trying to survive the day, and didn't feel like I had the time or the brain power to give it a shot.

Out of pure desperation, I slowly started to implement different parts of CD.  I realized there were ALREADY Conscious Discipline strategies in place in my class.  For example, I have a picture schedule up for my kids to see.  This meets the survival state of "Am I Safe?"  It helps children feel secure knowing what the routine is and what will be coming later in the day.  I also already had class jobs.  This meets the emotional state of "Am I loved?" by allowing students to feel they belong and are needed in the classroom in order to keep it safe.  I started greeting my students at the door with some pictures.  They could choose a bear hug, a snake shake, a smile, a high five, or a butterfly greeting.  Once I had these down and they students were used to it, I passed in on to them as part of our class jobs.  

Then we started talking about a safe-keeper, and then commitments, and then feeling buddies.  I started to notice a change in my students.  While it was still really hard, and we had many bad days, I watched my students start to be kinder to each other.  I watched them notice when others were struggling.  

I learned that I'm GOING to spend my time in one of two ways: I can spend it fighting the child in a power struggle, OR I can spend it teaching.  Teaching routines, implementing strategies for regulation, and noticing kindness, so my students have skills that will go with them for life. 

Cutting Hair...

Today, we worked on fine motor skills by cutting with scissors.  In the past, I've found that most students do not have the skills to use scissors, and when we've worked on it the first few times, they have become very frustrated.  This year, I tried something new, and I was so excited with how it turned out!  It stared a few weeks ago when we completed our first science experiment.  The students planted grass seeds in a cup with their picture on the front.  I told them the grass was their hair.  (Tip: I had the students put the dirt on one side and the cup on the other.  This forced them to cross the mid-line, so we're wiring left and right hemispheres.)  The students watered their plants using a spray bottle (the same motion as using scissors).  Once the grass grew, I had the students "cut their hair."  I found this to be less stressful because they could see results, and they weren't frustrated with staying on a line.  

Folder Slipping (Wrong Position)

I can't say how many times in the past I 

Folder Correct  (Cutting Position)

have had students turn their hands while cutting so their thumb is on the bottom instead of the top.  I read on The OT Toolbox's Facebook once about shoulder stability.  They said this is part of the reason why student chicken wing their arm and turn their hands upside down.  The OT Toolbox suggested putting a piece of cardboard under their shoulder forcing them to keep their arm in the proper cutting position and building muscles in their shoulders, arms, and fingers!  IT WORKED! You can see it the picture below that the folder starts to slip, and her hand starts to turn.  BUT when we put the folder back under her arm, her hand returns to the proper cutting position.  This was stress free, and so much fun.  With one project, we were able to get so many learning opportunities!

      

 

"This Day Makes Me Feel Better"

Ever have one of those moments where you feel like a complete failure?  One of those days?  Weeks?  Years?  I've had a couple several moments where I wasn't at my best, and wish I could go back in time to change my response.  Here's an example, a few years ago, I was frustrated with a difficult behavior.  I clapped my hands and talked louder to make my point, and when I did, the child flinched.  I felt terrible.  I wish I had the skills then that I have now.  But even with new skills, I have to breathe and be aware of my own brain state before I can help a child.  Yesterday, was not a good day...for me or a particular student.  I wish I could go back and redo it, but all I can do is try again and keep working to improve. Today, I praised more of what I wanted to see (what you focus on is what you get) and I gave short, assertive commands.  It made me calmer and allowed me to ask, "Why is this behavior happening?"  It allowed me to realize that the child is missing a skill and it's not about me. IT IS NOT PERSONAL!  As we were walking up the hallway he said to me, "This day makes me feel better."  This simple comment brought tears to my eyes.  He expressed in words what we both felt.  It was a better day.  Today, I was a real teacher.  Today, I taught the social emotional skills he was missing.  Today, I was more present and intentional about making connections.  I know not everyday will be a good day.  I know that we will have more days that we struggle individually and together, but today, in many brief moments, we made progress.  I taught.  He learned.  Isn't that what we're here to do?  Life is so much more than "just" academics.  

Magic Play Dough?

I think for many (teachers, students, and parents alike) the first day of school is stressful, and I believe this is heightened the younger the child.  I teach Pre-K, and for so many of my babies, it is the first time they have been left by parents, especially for the whole day.  I have learned a few tricks through out the years, and I thought I'd share them with you.  

 Acknowledge it is difficult for the whole family. 

• USE TECHNOLOGY!  I have the Remind App, and I have parents sign up at open house before school starts.  This allows me to send individual pictures throughout the day and parents can check in on their children.

• HAVE A PLAN! In the past, I have had students color, decorate a name tag, and play with toys.  These have worked well.  This year, however, I decided to change it up.  I saw on Play To Learn where they had magic play dough the first day.  It's colored play dough wrapped in white play dough (so the kids think it's a white ball of play dough).  I told them I had magic play dough, and if it changes colors, it's going to be a great school year!  They bit the hook.  I didn't expect just how curious this would make them.  The all eagerly sat down to see what would happen.  They were happy, interested, engaged, and most importantly, calm.  This eased the parents and allowed them to leave feeling like their child was going to be okay.  I will forever use this for all ages.  

• STAY CALM! The first day can feel overwhelming.  Parents are dropping off supplies in your room, filling you in on things they
  
  forgot to tell you at open house, children are nervous to stay, and parents are nervous to leave.  There's a lot of people in the classroom all at one time along with a range of emotions.  In the background, I had slow ambient music playing and soft lamp lights glowing.  This calms me (find what calms you).  Remember to breathe.  Parents and students will feed off your emotions.  It doesn't have to be perfect or smooth, just be yourself.

What Kids Want!

Today, I spoke with my five year old niece about school.  I asked her what she wanted her new teacher to be like.  Her response didn't really surprise me, but I did think it was interesting, so I'm sharing it as a reminder.

1.  I want her to be like me.  I want her to have red hair just like me and to look like me and also pretty like mommy.

2.  I want her to love me.

3.  I want her to be nice.  (I followed up by asking what that looked like and she said, "I don't know what she'll look like.  I don't know who my teacher is yet.") After clarifying Della said, "She will hug me and help me.  When I make a mistake she'll say, 'It's okay Della, and then I can clean up my mess."

It's that simple: love, be kind, and have grace for the children and the families in your class.  Make time to build relationships with each of them by getting to know them and who they are.  My goal for this year is to slow down, accept the day for what it is, breathe a little, and just be fully present in the moment.

Consciousness

Last week, I was able to go to another Conscious Discipline training.  I'm not really sure how to describe what Conscious Discipline (CD) is, so I'll just quote them.  "Conscious Discipline integrates social-emotional learning, discipline, and self regulation so you spend less time on policing behaviors and more time teaching vital life skills."

I'm going to start sharing what I've learned by implementing CD in my classroom.  This is little by little because there's a lot to it.  One of my favorite things I changed last year was my shared writing.  I'd write a question on each large paper, and divide the class into groups and let them draw their answer.

I first started doing this because my class couldn't sit long enough for everyone to share their response.  They were rolling around, getting up, and just not able to handle it.  I found that this kept them busy longer, and I was able to talk with them a little bit deeper about their response because they were occupied.  That was the great AH-HA! moment that I loved.  What I was NOT prepared for was the whining!  "He's coloring on my side!  She won't give me the green crayon.  They said my picture was ugly!"  I was ready to pull my hair out!  At first, I added more crayon buckets and then I'd switch the group around, but nothing seemed to help.  I realized that I shied away from this conflict in the classroom.  What I should have been doing was teaching them how to work through it.  So, that's what I started doing.  Each group only got one cup of crayons, and I put the kids together who didn't get along during the day.  I watched to see if they could navigate their problems on their own, and when they needed help, I provided direction.  It was hard.  No one likes hearing the fussing, and if I'm honest, I couldn't do it every day.  There were times, I just knew I didn't have it in me.  It was never 100% perfect and they still argued, but it did get better.  

I learned that when I teach social emotional skills, I am teaching just that...a SKILL.  (As one teacher pointed out to me the other day, these are the same skills you'll need when driving!  Waiting your turn and a stop light, not getting angry and retaliating when someone cuts you off or takes your parking spot, etc).  I don't expect children to know how to read just because I say they should read.  I don't expect them to be able to add because I said so.  But I was expecting this with social emotional.  It's not a quick fix.  As a teacher, a parent, a person who interacts in general with children, we need to be conscious of what we are teaching.  Are we encouraging tattling and whining by solving every little problem, or are we slowing down enough to realize they need to be taught a different way?  Are we being conscious and intentional about WHAT we teach ~ social skills included?