Teaching Children to Calm Themselves - NYT Article

When Luke gets angry, he tries to remember to look at his bracelet. It reminds him of what he can do to calm himself: stop, take a deep breath, count to four, give yourself a hug and, if necessary, ask an adult for help.

Luke is 5 and he has been practicing these steps for half a year at school and at home, thanks to a program called Head Start Trauma Smart that currently serves some 3,300 children annually in 26 counties in Kansas and Missouri. “We used to have to do these steps four or five times a day,” said Connie, his grandmother (who requested that I change her grandson’s name and omit her surname). “Now we’re down to four or five times a week.”

Luke’s difficulties stem from his earliest experiences. Before and after his birth, his parents regularly used drugs. His mother was unable to attend to him and his father was sent to prison shortly after his first birthday. Now he lives with his grandparents.

Children like Luke, who experience neglect, severe stress or sudden separation at a young age can be traumatized. Without appropriate adult support, trauma can interfere with  healthy brain development, inhibiting children’s ability to make good decisions, use memory or use sequential thought processes to work through problems.

“Kids who have had significant chronic adversity become hypervigilant,” said Janine Hron, C.E.O. of the Crittenton Children’s Center, which developed the Head Start Trauma Smart program. “Their emotions overwhelm them. They have difficulty sleeping, difficulty tracking in class, they act out, and then they get kicked out of school. The numbers of people who are experiencing these traumas are really epidemic.”

As I have reported in this column, chronic childhood adversity is now understood to be far more prevalent than researchers have imagined. More than 50 percent of the children served by Head Start Trauma Smart have had three or more adverse childhood experiences. The list includes a family member incarcerated, an unexpected death in the family, depression, violence, abuse or drug use in the home, or periods of homelessness.

The education system responds bluntly to kids with these challenges. The standard arsenal of disciplinary measures — from yelling and “timeouts” to detentions and suspensions — are not just ineffective for children who have experienced traumatic stress; they make things worse. By some estimates, preschool expulsions are 13 times more common than K-12 expulsions — a finding that, given the bleak future it portends for these children (and the associated costs for society), should send alarm bells ringing across the nation.

In his Head Start class, Luke would explode into rages, screaming, pushing or hitting other children or his teachers. It inhibited his ability to learn and caused considerable distress to his classmates, teachers and grandparents.

Luke is receiving individual therapy. But he is also surrounded by caregivers who understand his needs and know how to respond when he needs help. Through the Head Start Trauma Smart model, teachers, parents and even the bus drivers and cafeteria workers who interact with children receive training in trauma.

This allows them to respond more skillfully, rather than reacting out of anger, frustration or resentment. Indeed, one of the biggest lessons for teachers and parents who undergo this training is that the very first step is learning how to calm, and care for, themselves, especially when they are overstressed.

The Head Start Trauma Smart program is still in its early stages, but the evidence is highly promising (pdf). To date, the program has produced significant gains as measured by the Classroom Assessment Scoring System, an instrument for gauging the quality of classroom relationships, as well as emotional and instructional support.

And using another standard assessment tool, the Achenbachsystem, parents and guardians of children who are receiving individual therapy (like Luke) have reported gains in a variety of areas: kids are less anxious and emotionally reactive, and less aggressive or withdrawn; attention deficit, hyperactivity and “oppositional defiant” problems have decreased; and parents report overwhelmingly that their children are sleeping better. The scores indicate that many kids have moved out of a “clinical range of concern” on several factors to within a normal range — a sign that they are better prepared to succeed in kindergarten.

That has been Luke’s experience, too. “Before the program, Luke was constantly in trouble, either off by himself or hitting other kids,” Connie said. “Now he can sit right next to others and he doesn’t bother them. Before he had no friends because other kids were scared of him. Now he’s got three friends. He knows his address and his ABCs and colors and we’re working on counting to 20.”

Head Start Trauma Smart is based on an evidence-based trauma intervention framework known as ARC (Attachment, Self-Regulation and Competency) developed by Kristine Kinniburgh and Margaret Blaustein at the Trauma Center at Justice Resource Institute in Brookline, Mass. Trauma interventions can be highly effective, but the challenge today is extending them from therapeutic settings — which are limited and expensive — into the broad systems that serve larger numbers of children.

Through the Head Start Trauma Smart training and mentoring programs, teachers, parents and others come to understand how trauma affects the brain and manifests itself in daily life. “Every behavior communicates a need,” said Kinniburgh, the co-developer of ARC and co-author of “Treating Traumatic Stress in Children and Adolescents.” “The question is, how do we help caregivers and teachers tune in and understand the messages that kids are really sending through their behavior?” And how to do it in real-time in a classroom with two dozen children or the checkout counter at Wal-Mart?

Tyrone Turner for The Robert Wood Johnson FoundationA Trauma Smart therapist talked about feelings with a child at a school in Kansas City, Kan.

One key is remembering that children who have experienced trauma feel profoundly unsafe. When they are acting out, their primary need is often to feel a sense of connection. Instead of yelling, “Stop!” when a child is throwing a tantrum, or making the child sit alone in the corner, teachers learn to notice and name the child’s experience. (They wear bracelets, as reminders, too.)

“The minute you say to a child: ‘I can see you are so angry. Your fists are balled up and your face is scrunched up,’ they can relax because they know they’re being attuned to,” said Avis Smith, who directs the Prevention and Early Intervention Programs for the Crittenton Children’s Center.

At that point, the teacher can validate the child’s emotions by saying, “I’d be mad too if somebody took my block,” added Suzee Schulz-Marks, a Head Start teacher who has taught for 18 years and has found the trauma smart model — a new approach for her — to be highly effective. “You can let them know it’s O.K. to have those strong feelings, and that they are not alone with them.”

Next, the teacher, or parent, can help the child find a way to shift. Together, they problem-solve. The teacher might say, “‘Maybe you can use your words and say that everybody should get a chance to play with the blocks?’” added Schulz-Marks. But the child may not be ready for that. Or: “Would you like to go to the safe spot or sit on my lap? Take some deep breaths or use the breathing star?”

Breathing stars (playful breathing aids made out of file folders) are invaluable, teachers say. So are safe spots, or “calm-down corners,” with shoeboxes filled with sunglasses, pinwheels and tactile things: nail brushes with soft bristles, bendy Gumby animals, or pieces of burlap or velvet. (Some parents create their own calm-down corners at home, as well.) The main thing is for the children to discover the tools and methods that work for them. Through this process, they learn over time that they can gain control over themselves and return to an emotional place where they can enjoy playing and genuinely benefit from learning opportunities.

“Many adults are skeptical that kids can learn to respond to themselves,” said Lauren Clithero, a therapist who delivers the program’s training sessions in mid-Missouri. “It’s a big paradigm shift in how adults think they are supposed to take care of children. We think our job is to jump in and take control, but it’s much better to give kids choices and control over themselves.”

Another common misunderstanding, said Avis Smith, is when adults say: “He’s just looking for attention. I’m not going to give it to him because it will reinforce the behavior.”

“There’s a big difference between attention-seeking behavior and children seeking connection,” she added. “Validating children’s feelings and connecting with them on a personal level is a core need.”

Stephanie McIntosh said the training has changed the way she looks at the world. McIntosh has been a bus driver for more than 20 years. “I deal with preschoolers,” she said. “I’m the next adult the kids see in the morning when they go to school.” Sometimes the kids get on the bus in the morning carrying heavy feelings from home, fears about school, crying, sometimes acting out.It’s not just something for teachers or parents to do. Any adult can play a part in helping to heal a child, or anyone else, for that matter. One of the core goals of the Head Start Trauma Smart model is to create a common context so that everyone understands the impact and extent of traumatic stress, not just on children’s lives, but also on their lives of their friends and colleagues, and perhaps on their own lives, too.

“I used to be the kind of person who said, ‘The way it looks is the way it is.’ But I don’t look at it that way anymore,” McIntosh said. “There are things that happen to people that we don’t know about. Now, I watch the kids better, their body language. I’m not the grouchy person who yells, ‘Sit down!’ or gets angry. I give them reassurances. They always want to give me hugs before they get off the bus. It makes my work more enjoyable.”

“I use my trauma training all the time,” she added. “I use it to calm myself down better. I use it in my home atmosphere and with adults in my church setting.”

The problem that Head Start Trauma Smart is trying to address is so widespread and so essential to human well-being that it’s hard to imagine an intervention that could yield greater payback for society — if the model proves to be scalable and transportable from community to community. Those are big questions, of course, and I will be tracking this work carefully as the answers emerge.

“What trauma does is steal from people the ability to feel safe and navigate relationships successfully,” said Chris Blodgett, who directs the Clear Trauma Center at Washington State University and is the principal researcher for the Spokane Safe Start program, which is similar to Head Start Trauma Smart. “Three- or 4-year-old children who have been exposed to trauma are at much greater risk of lacking the biological foundations or the behavior skills that will allow them to succeed in school and in life. The trauma keeps stealing their opportunities moment by moment and day by day.”

“If we can strengthen the sense of safety and the relationships around children, it creates a foundation for the natural process of development to get back on track,” he added. “We’re built to succeed as human beings. If that normal process gets disrupted, we need to do anything we can do to put it back on track.”

For Connie, the impact has been direct: “Before, I was always the bad guy. Whenever I made Luke sit quietly by himself, he said, ‘Grandma, I hate you.’ Now I know that’s not what was needed. And he’s also able to step back and look. He even says, ‘Thank you, Grandma,’ and gives me a hug after he calms down. He’s a very intelligent person if he can get past the anger.”

The Teachers

Blog Post from Parenting the Core

by Sarah Blaine

We all know what teachers do, right? After all, we were all students. Each one of us, each product of public education, we each sat through class after class for thirteen years. We encountered dozens of teachers. We had our kindergarten teachers and our first grade teachers and our fifth grade teachers and our gym teachers and our art teachers and our music teachers. We had our science teachers and our social studies teachers and our English teachers and our math teachers. If we were lucky, we might even have had our Latin teachers or our Spanish teachers or our physics teachers or our psychology teachers. Heck, I even had a seventh grade “Communications Skills” teacher. We had our guidance counselors and our principals and some of us had our special education teachers and our study hall monitors.

So we know teachers. We get teachers. We know what happens in classrooms, and we know what teachers do. We know which teachers are effective, we know which teachers left lasting impressions, we know which teachers changed our lives, and we know which teachers sucked.  

We know.  We know which teachers changed lives for the better.  We know which teachers changed lives for the worse.

Teaching as a profession has no mystery. It has no mystique. It has no respect.

We were students, and therefore we know teachers. We denigrate teachers. We criticize teachers. We can do better than teachers. After all: We do. They teach.

We are wrong.

We need to honor teachers. We need to respect teachers. We need to listen to teachers. We need to stop reducing teachers to arbitrary measurements of student growth on so-called objective exams.

Most of all, we need to stop thinking that we know anything about teaching merely by virtue of having once been students.

We don’t know.

I spent a little over a year earning a master of arts in teaching degree. Then I spent two years teaching English Language Arts in a rural public high school. And I learned that my 13 years as a public school student, my 4 years as a college student at a highly selective college, and even a great deal of my year as a masters degree student in the education school of a flagship public university hadn’t taught me how to manage a classroom, how to reach students, how to inspire a love of learning, how to teach. Eighteen years as a student (and a year of preschool before that), and I didn’t know shit about teaching. Only years of practicing my skills and honing my skills would have rendered me a true professional. An expert. Someone who knows about the business of inspiring children. Of reaching students. Of making a difference. Of teaching.

I didn’t stay. I copped out. I left. I went home to suburban New Jersey, and a year later I enrolled in law school.

I passed the bar. I began to practice law at a prestigious large law firm. Three years as a law student had no more prepared me for the practice of law than 18 years of experience as a student had previously prepared me to teach. But even in my first year as a practicing attorney, I earnedfive times what a first year teacher made in the district where I’d taught.
I worked hard in my first year of practicing law. But I didn’t work five times harder than I’d worked in my first year of teaching. In fact, I didn’t work any harder. Maybe I worked a little less.

But I continued to practice. I continued to learn. Nine years after my law school graduation, I think I have some idea of how to litigate a case. But I am not a perfect lawyer. There is still more I could learn, more I could do, better legal instincts I could develop over time. I could hone my strategic sense. I could do better, be better. Learn more law. Learn more procedure. But law is a practice, law is a profession. Lawyers are expected to evolve over the course of their careers. Lawyers are given more responsibility as they earn it.

New teachers take on full responsibility the day they set foot in their first classrooms.

The people I encounter out in the world now respect me as a lawyer, as a professional, in part because the vast majority of them have absolutely no idea what I really do.

All of you former students who are not teachers and not lawyers, you have no more idea of what it is to teach than you do of what it is to practice law.

All of you former students: you did not design curricula, plan lessons, attend faculty meetings, assess papers, design rubrics, create exams, prepare report cards, and monitor attendance. You did not tutor students, review rough drafts, and create study questions. You did not assign homework. You did not write daily lesson objectives on the white board. You did not write poems of the week on the white board. You did not write homework on the white board. You did not learn to write legibly on the white board while simultaneously making sure that none of your students threw a chair out a window. 

You did not design lessons that succeeded. You did not design lessons that failed. 

You did not learn to keep your students quiet during lock down drills.

You did not learn that your 15 year old students were pregnant from their answers to vocabulary quizzes. You did not learn how to teach functionally illiterate high school students to appreciate Shakespeare. You did not design lessons to teach students close reading skills by starting with the lyrics to pop songs. You did not miserably fail your honors level students at least in part because you had no books to give them. You did not struggle to teach your students how to develop a thesis for their essays, and bask in the joy of having taught a successful lesson, of having gotten through to them, even for five minutes. You did not struggle with trying to make SAT-level vocabulary relevant to students who did not have a single college in their county. You did not laugh — because you so desperately wanted to cry — when you read some of the absurdities on their final exams. You did not struggle to reach students who proudly announced that they only came to school so that their mom’s food stamps didn’t get reduced.

You did not spend all of New Years’ Day crying five years after you’d left the classroom because you reviewed the New York Times’ graphic of soldiers killed in Iraq and Afghanistan and learned that one of your very favorite students had been killed in Iraq two years before. And you didn’t know. Because you copped out and left. So you cried, helplessly, and the next day you returned to the practice of law.

You did not. And you don’t know. You observed. Maybe you learned. But you didn’t teach.

The problem with teaching as a profession is that every single adult citizen of this country thinks that they know what teachers do. And they don’t. So they prescribe solutions, and they develop public policy, and they editorialize, and they politicize. And they don’t listen to those who do know. Those who could teach. The teachers. 

States Want Kids To Learn A Lot — Maybe Too Much

From NPR - Click here for full article.

A fifth-grade student uses her cursive skills at a school in Baltimore. The Indiana Senate recently passed a bill that would restore instruction of cursive writing as an educational standard.

How hard is teaching?

How hard is teaching? Here is one response I received by e-mail from a veteran seventh-grade language arts teacher in Frederick, Maryland, who asked not to be identified because she fears retaliation at her school. In this piece she describes students who don’t want to work, parents who want their children to have high grades no matter what, mindless curriculum and school reformers who insist on trying to quantify things that can’t be measured.

Here is her e-mail.

Common Core Math Resources

Please send links I can add to jspracher@hopeschooldistrict.org

• Georgia Framework Units for K-5 
• Georgia Framework Units for 6-8
• Georgia K-5 Wiki
• Georgia 6-8 Wiki
• Vista K-2 Live Binder
• Vista 3-5 Live Binder
• Vista 6-8 Live Binder
• Illustrative Mathematics
• Inside Mathematics
• MARS: Mathematics Assessment Project
• Robert Kaplinsky
• Math Teaching Resources K-5 (Thanks, Melissa!)

The following require a membership for full access, but have free samples:

• Mathalicious
• Yummy Math

Brown projects big increase in school spending in next state budget

With state revenues surging, Gov. Jerry Brown is proposing to raise K-12 spending in next year’s state budget a healthy $725 per student – 8.5 percent on average – and to use additional new dollars to wipe the last $6 billion of late payment to schools, known as deferrals, off the books.

Full article here.

Study: Test-score gains don't mean cognitive gains

In a finding that should give pause to backers of standardized test-based school reform, a new study by neuroscientists at three major universities shows that students who achieved  the highest gains on standardized tests did not show the same gains in the ability to analyze material and think logically.

Read whole story here.

Age of Distraction: Why It’s Crucial for Students to Learn to Focus

We all know the importance of focus!

If young students don’t build up the neural circuitry that focused attention requires, they could have problems controlling their emotions and being empathetic.

Daniel Goldman's book, Focus:  The Hidden Driver of Excellence is the focus of this article.

Measuring the Wealth Effect in Education

“One of the most interesting findings from PISA is that with the right mix of high expectations and individualized support, students from all social backgrounds can do well.”

Thanks to Elizabeth for this article.   Read the full story here.

Getting Kids to Read: The 5 Key Habits of Lifelong Readers

Here are the five key habits of lifelong readers that teachers and parents should try to cultivate in young people (and you can read more from Donalyn Miller on her Book Whisperer blog or get her book Reading in the Wild).

By Donalyn Miller

Wild Readers:

• Dedicate time to read. They spend substantial time reading in spite of their hectic lives. Wild readers capitalize on the moments in their days when they are bored or waiting, and rack up significant reading time by stealing it.

• Successfully self-select reading material. Wild readers are confident when selecting books to read and have the experience and skills to choose books successfully that meet their interests, needs, and reading abilities.

• Share books and reading with other readers. Wild readers enjoy talking about books almost as much as they like reading. Reading communities provide a peer group of other readers who challenge and support us. As literacy expert, Stephen Krashen reminds us, “Children read more when they see other people reading.”

• Have reading plans. Wild readers plan to read beyond their current book. They anticipate new books by favorite authors or the next installment in a beloved series. Reading is not a casual, once-in-awhile pursuit.

• Show preferences for genres, authors, and topics. Yes, children need to read widely and experience a wide range of texts as part of their literacy educations. But wild readers express strong preferences in the books they like to read—gravitating toward specific genres, writing styles, topics, and beloved authors.

Schools That Separate the Child From the Trauma

Over the past 15 years, researchers have learned that highly stressful — and potentially traumatic — childhood experiences are more prevalent than previously understood. Now scientists are shedding light on the mechanisms by which they change the brain and body. These insights have far-reaching implications for schools, where it’s still standard practice to punish children for misbehavior that they often do not know how to control. This is comparable to punishing a child for having a seizure; it adds to the suffering and makes matters worse.

“When kids have undergone a lot of adversity, it changes how they respond to people and challenges in their environment, including very simple things that we might not think about — like how many transitions you ask them to do before lunch.  For traumatized people, changes are encoded largely as danger.”

Full article here.

A hostile work environment, but 'these are not bad kids'

Todd Irving took over as Spurgeon Intermediate principal after teachers filed a complaint over student behavior. With attention and enforcement, things are starting to turn around.

Read more here.

The Finnish Miracle

From Diane Ravitch's Blog:

You will enjoy this amazing slide show created by the great Finnish educator Pasi Sahlberg.

It explains why Finnish schools succeed: Not because they want to be first in the world, but because they want “a great school for each and every child.” Their goal is equity, not excellence. While striving for equity, excellence is the by-product.

His comparison of the stale paradigm of the Global Education Reform Movement (GERM), which features testing, competition, and choice, with the Finnish Way (collaboration, responsibility, trust, equity, and education as a human right) is stark and compelling.

Engage NY: Site for Common Core Curriculum and Assessments

Cindy found this helpful site.  Follow the directions on the image to find teacher directions, student materials and assessments for your grade level.

One of the saddest photos you'll ever see...

Best Classroom Gizmo? A Great Teacher

Of course, high-tech gizmos can also be used for plenty of other classroom projects. For instance, my fifth-grade digital natives could easily spend all day creating Keynote presentations on the Jamestown Colony or generating book reports that look like Pfizer's annual report. But is that the best use of precious class time? And is that the best use of me?

The fact is I'm the last guy you would want overseeing any high-tech razzle-dazzle in the classroom. But I am your man when it comes to delivering content, piquing a student's curiosity, helping a hesitant writer formulate a persuasive essay and encouraging students to make connections across the curriculum. And unlike a computer, I can inspire, critique, counsel, model good behavior and put on five shows a week.

Read more...

In Public Education, Edge Still Goes to the Rich

If education is a poor child’s best shot at rising up the ladder of prosperity, why do public resources devoted to education lean so decisively in favor of the better off?

Teachers' Expectations Can Influence How Students Perform

Here's a story from NPR about how a teacher's expectations can influence how well a student performs in school and on tests.  It includes seven suggestions on how to change your expectations.

Vigor Instead of Rigor

This was written by Joanne Yatvin, a vet­eran public school educator, author and past president of the National Council of Teachers of English.
Though my years in the classroom are long past, at heart I am still a cranky old English teacher who bristles at some of the neologisms that have crept into public language. I never tack “ly” onto ordinal number words, or say “myself” when I mean “I” or “me.” I won’t use “access” or “impact” as verbs because I consider them still to be only nouns.
Even so, I remain politely quiet when others commit such grammatical transgressions. But, there is one word I dislike so intensely when used in connection with education that I can’t remain silent under any circumstances. That word is “rigor.”
Part of my reaction is emotional, having so often heard “rigor” paired with “mortis.” The other part is logical, stemming from the literal meanings of rigor: harshness, severity, strictness, inflexibility and immobility. None of these things is what I want for students at any level. And, although I don’t believe that the politicians, scholars or media commentators who use the word so freely really want them, either, I still reproach them for using the wrong word and the wrong concept to characterize educational excellence.
Now, more than ever, “rigor” is being used to promote the idea that American students need advanced course work, complex texts, stricter grading, and longer school days and years in order to be ready for college or the workplace. The Common Core State Standards (CCSS) already adopted by 45 states, were designed for rigor and will inexorably lead to it in all forms in almost all classrooms.
Since I believe it is time for a better word and a better concept to drive American education, I recommend “vigor.” Here my dictionary says, “active physical or mental force or strength, healthy growth; intensity, force or energy.” And my mental association is to all the Latin-based words related to life.
How much better our schools would be if they provided students with classes and activities throbbing with energy, growth and life. Although school buildings have walls, there should be no walls separating students from vigorous learning. No ceilings, either.
To learn vigorously, students need more than academic skills and knowledge, more than the generalities and hypotheticals found in textbooks and workbooks. By reading newspapers, magazines, graphic novels, even the daily comics and Internet articles; and by getting to know people of all ages, types of work, and cultural backgrounds they can learn about the real world they live in. Although it is not practical to send hordes of children and teen-agers out into that world to learn all the things they need to know, many more in-school classes and supplemental activities can be vigorous.
Instead of aiming for higher test scores like rigorous schools, a vigorous school would care about what students do with what they have been taught in classrooms. At all levels vigorous schools would foster activities that allow students to demonstrate their learning in real contexts, such as serving in the school lunchroom or assisting in the school library, communicating with students in other parts of the world, proposing changes in student rules to the school board, organizing playground games for younger children or reading to them, making items to sell in a school store, planning Jeopardy-like quiz shows, creating a school garden, painting murals in the halls, producing original plays or making videos, setting up a school art museum.
Vigorous schools would also encourage students to perform in musical groups, clean up the school grounds, adopt a road, publish a student newspaper or a parent newsletter, establish a school post office, run a school recycling program, write to newspapers or public figures, and work with adults on community projects.
As a result of all the vigor these activities exemplify, there would come the intellectual intensity, precision, critical alertness, expertise and integrity that critics of education are really calling for when they misuse the word “rigor.” These habits of mind, body and spirit are the true fruit of educational excellence. In the end, vigor in our schools is the evidence of life, while rigor is the sign of an early death.

Silent Hand Signals

It would be so nice to come up with school wide signals for MV.  I especially like the one that reminds students to use a full sentence.