TOGETHER WE WIN
A Relational Approach to Help the
Traumatized Student – Based on the book,
Help for Billy
Andy
and Billy
Changing
the Window
INCREASING STRESS TOLERANCE
NEUROPLASTICITY OF THE OF THE NERVOUS
SYSTEM CAN PROVIDE THE ANSWERS FOR
CHANGE AND HEALING
Healthy
teacher-student relationship
Regulated
Meeting
environment
the children’s emotional needs
Reducing
stress that leads to overwhelm
EQUALS A CHANCE FOR CHANGE
Ask
the Right Questions
ASKING THE RIGHT QUESTIONS TAKES AS
MUCH SKILL AS GIVING THE RIGHT
ANSWERS –ROBERT HALF
“How
VS.
can I change Billy’s behavior?”
“What is driving Billy’s behavior?”
WHAT ELSE IS REALLY GOING ON HERE?
WHAT DOES THIS CHILD NEED?
HOW CAN I CHANGE MY PERSPECTIVE?
WHAT KEEPS ME ONLY LOOKING AT THE BEHAVIOR
WHAT IS THE BEHAVIOR COMMUNICATING RIGHT NOW
WHAT IN THE ENVIRONMENT COULD BE TRIGGERING THE
BEHAVIOR?
“What
can I do at this very
moment to improve my
relationship with Billy?”
The
Classroom
CREATE A CLASSROOM DESIGNED
FOR REGULATION
https://selfregulationintheclassroom.wikispaces.com/Games+and+Exercises
Rocking Chair, pacing, standing exercises, movement, breathing exercises
Classroom
Designed for Regulation
TAKE TIME TO GREET STUDENTS. “WELCOME, THIS CLASS
WOULD NOT BE THE SAME WITHOUT YOU.”
RECOGNIZE MOODS AND HELP REGULATE
LISTEN
TAKE INTEREST IN WHAT’S IMPORTANT WITH EACH
STUDENT
ASKING BILLY TO HELP, AND LET THEM HELP
STAY IN A WARM PLACE IN YOUR HEART
Social
and
Emotional Issues
MASTERY OF SOCIAL SKILLS DIRECTLY
IMPACTS A CHILD’S ACADEMIC
PERFORMANCE
What
is Driving Billy’s Inability to
Socialize Appropriately?
1. SOCIALLY IMMATURE- A KINDERGARTNER IN A 3RD
GRADERS BODY.
2. NOT A SOCIAL THINKER- DIFFICULT TIME READING
TONE, FACIAL CUES, AND FEELINGS
3. TERRIFIED OF REJECTION – TRAUMATIZED KIDS LIVE IN A
STATE OF FEAR EVERY MOMENT OF EVERY DAY.
Teaching
the Traumatized Student
the Four L’s
LANGUAGE- NEED HELP LEARNING SOCIAL LANGUAGE, IDENTIFYING
EMOTIONS AND CONNECTING THEM TO WORDS
LOGIC- HELP BILLY TO THINK RATIONALLY AND AWAY FROM MAGICAL
THINKING
LEARNING- TRAINING BILLY’S BRAIN TO PROPERLY INTERPRET SOCIAL CUES
AND FACIAL EXPRESSION. THE INABILITY TO FORM SOCIAL RELATIONSHIPS
SHOULD BE CONSIDERED EQUAL TO A DYSLEXIC STUDENT
LISTENING- LISTENING DRILLS THAT PRACTICE KEEPING FOCUSED WITH GOOD
EYE CONTACT MAY BE REQUIRED
If
you want to increase
academic achievement,
increase relationship.
IF YOU WANT CHILDREN TO BE MOTIVATED
THEY HAVE TO BE REGULATED
Teachers
REDEFINING THE TEACHER-STUDENT
RELATIONSHIP
HUMANS ARE SPECIES DESIGNED TO BE IN A
RELATIONSHIP.
RELATIONSHIPS DEFINE HUMANITY
FIRST PRIORITY IN THE CLASSROOM, EVEN OVER
LEARNING SHOULD BE THE TEACHER-STUDENT
RELATIONSHIP
RELATIONSHIPS BRING SECURITY AND SAFETY
 Relationship
Entrainment – process of actively
changing the natural patterns of one object, or
person, to the patterns of another object or person
 Institute
of Heartmath has been studying the heart’s
impact on the brain. The heart creates 40-60 times
more amplitude than the brain. The cardiac field
extends about 10 feet away from the body.
A
person’s heart beat can be measured in another
person’s brainwave influencing their mood, attitudes,
and feelings.
Cultural
and
Personal Beliefs
“I HAVE TO GET BILLY TO BEHAVE! I DO
NOT WANT TO BE SEEN AS A BAD TEACHER
1.
Teacher subconsciously correlates Billy’s behavior to the
effectiveness of being a teacher. She puts stress on Billy to
behave.
2.
Billy feels this stress and due to his high sensitivity to stress he acts
out.
3.
Teacher interprets this behavior to mean she is ineffective. This is
uncomfortable feeling for her, so she works harder for Billy to
behave in order to settle her own nervous system.
4.
Billy feels this stress, cannot sustain his own regulation, and his
negative behaviors intensify.
5.
The teacher feels worse and moves to feeling overwhelmed,
ineffective, unworthy, and increases intensity toward Billy to get
his act together.
6.
Billy knows only how to react and is now caught in a negative
feedback look and escalates even more into his negativity.
The
cord must be cut
between the teacher’s
effectiveness and the
student’s behavior
Unfinished
business
BEING AWARE OF OUR WINDOWS OF
STRESS TOLERANCE
In
closing 
Relational
Influences create motivation
“What
can I do right now to connect
with this child?”
If
you want your student to be
motivated they have to be regulated
References:
Help
For Billy, by Heather T.
Forbes, LCSW