Blog Post #2

    I was asked to dedicate time each day to a way of creating some “headspace” or time for reflection and calm. The goal was to do this for 10 consecutive days, but I only made it to 5 in a row before I forgot and/or got too busy. I did come back to finish after a couple of days. I have done meditation in the past, grounding techniques and breathing exercises, but for this assignment I was in a relatively anxious place and needed to keep busy somehow, so I took time to work on a paint-by-number for 10-40 minutes each day. Sometimes I would do so in silence, other times I would paint with music on. The music varied by the mood I was in or the mood I wished to be in. While working on the painting I felt my mind slow down, I took deep breaths and when music was on I tried to feel the energy of the musics meaning while working. This practice allows me to be observant of my present, while reflecting on thoughts and feelings arising, as well as gives my anxiety a sense of control, since I am still aware of my surroundings. There were some days when singing along to the music I had chosen brought me to a place of joy in my body, and then there were more sensitive days when listening deeply and painting brought many tears to my eyes. While this practice is not new to me, it's comforting and allows me to take time for myself in a way that creates purpose and calm, while also producing something beautiful through paused moments I may be experiencing pain or stress in my life. Practicing taking time for a mindfulness routine does help my overall reactivity. I find myself more contemplative and at a peaceful pace when I work on something for myself like this and will continue to do so knowing how important my own mental health is for the wellbeing of my relationships both professionally and personal.

As a teacher, a mother, and simply a human being, I’ve come to deeply understand how essential self-care and mental health are to thriving in this profession. When I take care of my own well-being, I show up as a better educator, a more present parent, and a more compassionate person; proof that caring for ourselves directly supports the care we give to others.

I’ve seen firsthand how a student’s abilities can shift when they’re with a caring and understanding teacher. At a preschool where I used to work, I was often known as someone who connected well with the so-called “naughty ones.” I’d frequently be asked to take in a child who was acting out or struggling to manage their behavior. In many cases, what that student really needed was a break from a mentally stressed or reactive environment and a chance to start fresh.

When I stepped in, I brought a sense of calm and renewal to their day. My goal was always to help them reset with a fresh attitude, and more often than not, that was possible, but only if I had made sure my own well-being was in check. That experience reinforced for me that when teachers are supported in their mental health, students benefit in real, meaningful ways.

I don’t think there’s any question that a teacher plays a major role in a student’s life. Being the primary adult presence for nearly eight hours each weekday-and serving as a role model who engages, encourages, and empathizes with students while learning and growth occur simultaneously-is a tremendous responsibility. For such a role to remain stable and effective, the teacher must feel good about their position and stay passionate about their overall purpose and achievements. Since “it is estimated that over 20 percent of teachers leave education in their first three years and up to 50 percent within five years”(Roffey, S. (2012). Pupil wellbeing. Educational & Child Psychology, Vol. 29 No. 4, p.9) I feel it's vital to find ways to support such an important and supportive role. Support needs to come from all directions, but a major part of that support must be in the care and quality of mental health support systems, including a teacher's opportunities to manage and maintain self care routines. 

For individual teachers, taking time to reflect on their own well being is the beginning of the process. This can look like spending some time before school doing grounding exercises, routinely reaching out for support from friends and taking inventory of how they spend their time. “It helps to spend some time assessing how we are spending our time and replace activities that are draining our energy with activities that nurture us.” (Jennings, P.A. 2015, p.113).

Classroom Management skills observed in the 25-26 year so far.

At my site I've noticed 5 elements of classroom management listed below: 

                                Positive Academic Expectations

• Our school motto is an acronym of our mascot the shark. Safe. Honest. Active learners. Responsible. Kind. These guidelines are referenced and referred to by many teachers throughout the day when they are discussing ways of being in the classroom, school and playground. 

  I’ve seen and heard children referring to these attributes on their own and with their friends which I feel helps the overall understanding and acceptance of the rules and expectations

  
  

  Prosocial Behavior

  Each classroom I’ve been in has practiced some kind of prosocial behavior lesson. 

• Classes attend social emotional learning class once every two weeks with our licensed school counselor and these lessons are then integrated into classroom time. 

• When disruptive behavior does occur, conflict resolution strategies are encouraged. The most effective moments I’ve seen have involved strategies of non-violent communication that occur when emotions have settled and time allows for deeper thought. 

• If behavior needs to be addressed due to safety, the teacher will call the main office and request support while keeping children safe. 

• Students are routinely reminded of expectations through signs, overt explanation, and storybooks. 

  
  

  Behavior Management & Discipline

  Being in a Montessori classroom I do see many teachers relying on older children in the classroom to help resolve conflicts and be leaders. When the classroom as a whole can not manage the issues a teacher will step in. Some teachers are loud and abruptive, some are gentle and calm. I’ve seen both techniques succeed and fail at stopping the conflict.

  I believe that a firm and calm approach from the teacher is a clear model of how most adults would like a student to also react, so this is the approach I tend to take. 

  The expectations I see set across most of the classrooms I observe are that students will work independently on their daily academic goals and be kind to one another while taking care of their surroundings and self. 

  Transitions

  Transitioning in a large school with large classes can be challenging. All classrooms will line up in their classroom before going into the hallway to transition to the next activity of the day. Lines are supposed to be kept throughout the hallway in a single file and most teachers emphasize that the children in line should be quiet. 

  I have seen some teachers engage in activities during line transitions, like spotting certain things throughout the walk, or singing songs and this type of engagement feels a lot less stressful and militant. 

  There are hand signals used for needing the bathroom but most children will simply ask verbally. When a teacher would like to transition they each have ways of finding attention either a call and response or a bell/chime.

  Caring routines

  Teachers promote the care of the environment in all classrooms, some more than others. Teachers will set time in the schedule for classroom participation in clean up and resetting materials. Jobs like cleaning tables, sharpening pencils, taking care of the class pet, and taking notes to other teachers are usually given out to students on a rotating schedule. 

  I believe that when students learn to take responsibility for their classroom, it is a healthy extension of caring for themselves that directly relates to caring for others. I also believe that giving a child responsibility empowers the growth of trust and accomplishment.