Rethinking Classroom Management with Trust-Based Relational Intervention (T.B.R.I.)

Hi, I'm Jamison Class go, and I'll be talking about

how we can rethink classroom management with trust based relations

intervention, otherwise known as t b r.

I so t p r.

I is founded on the principles of empowering Children's make

positive choices, connecting with Children and building trusting relationships and

correcting negative behavior in a way that encourages Children to

do and be better.

So 68% of Children have suffered some form of trauma

for example, verbal, emotional or physical abuse, food insecurity being

placed into the foster system or parental neglect.

These traumatic experiences negatively impact the development and use of

the brain's amygdala, which controls our emotional responses.

So when you have a student who is coming from

hard places, act out in class, it's because their brain

doesn't know how to react to things like change to

fear, frustration, toe anger and even sometimes happiness.

Appropriately, positive reactions are taught, encouraged, reinforced and developed over

time. Kids from hard places they don't get the support

they need to grow because they're lacking something fundamental in

their lives.

They're not empowered, connected or able to correct themselves as

teachers. We need to create a classroom environment and utilize

classroom management skills that support our students from hard places.

When we are faced with the student acting out, we

need to change our perspective, challenging ourselves to take a

step back before we react.

We need to be proactive and how we structure our

classrooms, enforce our rules and deal with negative behavior.

We need to be flexible remembering that every student is

different. We need to chase the why, considering whether a

student is intentionally disobeying or whether it's a survival strategy

coming from a place of trauma.

We need to choose joy despite negative behaviors that may

present themselves and be encouraging to our students.

So step number one Change your perspective.

We, as teachers need to understand that our traditional ideas

of schools and classrooms and teaching they're not structured to

support students from hard places.

Think about those classic classroom rules.

Sit still.

No eating or drinking, no leaving the classroom.

Always raise your hand, have nothing out but what we're

working on.

Work quietly do exactly what the teacher says.

Thes fools are not compatible with trauma, so we as

teachers, need to change our perspective and acknowledge each individual

student in order to meet them where they need us

to be.

Every day in your class.

I know students are assigned work.

Instead of sit still, let them sit or let them

stand and do their work.

Let them listen to music quietly while doing their work.

Eat a healthy snack and get a drink of water

while doing their work.

Ask questions openly.

Write in pen, cran, mark or whatever, as long as

they're doing their work.

Now, if they're having troubles getting started or staying focused

or feeling overwhelmed, have some Plato on their desk to

squeeze and manipulate and encourage them toe.

Go take a little walk in the hallway to regulate

their emotions.

We need to create an inclusive, supportive and positive learning

environment for all of our learners, including those who come

from trauma.

So number two we need to be proactive.

As we work with students in our classrooms, we need

to consider some important life value terms.

So the lessons that translate outside of the classroom and

helps students build positive self esteem as well as relationships

with others.

So as a class we need to learn to accept

No, we need to understand that every action has a

consequence, whether it's positive or negative, that our words are

important and we need to use them effectively.

We need to discover how we focus and work our

best. We have to ask for permission, and sometimes we

also need some supervision to make sure we're on the

right track.

We need toe actively.

Listen to others.

We need to learn how to make wise choices.

We cannot hurt others with our actions or our words.

We must show respect.

These life value terms are imperative to positive emotional and

social development for all of our students, and they're much

more effective and specific than our traditional rules.

They're going toe help all of your students, especially those

from hard places.

So we as teachers can help our students learn these

lessons by first teaching them how to regulate their emotions,

because no lessons can be learned when we are escalated.

So in our classrooms we should have our go to

five regulation tools.

So, for example, one could be Take five deep breaths

like you're blowing out your birthday candles to when I'm

talking to you or you're talking to me.

Let's maintain eye contact.

Three. Why don't you grab a fidget tool?

You could get a spinner or some Plato or some

of our wooden blocks.

Use those to help calm your anxiety a little bit.

Number four.

Why don't you try listening to a calming song?

Five. Take a break.

Get a drink of water, eat a little snack, and

then we'll regroup.

Try to get a snack with a little protein in

it to that always helps the brain.

These regulation tools allow you to be proactive in supporting

your students.

Success initially on will limit the need for you to

deescalate motions and problems later on.

Step number three.

Be flexible.

We need to understand that although our students may be

in the same grade, they are not all emotionally or

developmentally the same age.

We need to meet each child where they're at.

For example, if you assign a short reading in five

questions to get done in 20 minutes, you know that

your neuro typical student is going to complete the task.

You should celebrate this.

However, your student coming from trauma may not complete the

task. This isn't not an opportunity to call them out

or make the whole class wait for this child to

finish. It's an opportunity to celebrate what this child did

do. So if your child from trauma, knowing they were

becoming overwhelmed, stood up and pace the back of the

room while reading, you should tell them how awesome that

Waas. Then you should note where what they did complete.

Where did they get to on the assignment and acknowledge

it in your most natural teacher way?

So if James is my student from Trauma, I might

say so awesome, everybody.

I see so many answers for number one.

I see Carter in Devaughn, and James and Mariah all

have it completed.

I love it, and I'm so excited to hear what

you guys have to say.

James might not have questions 2 to 5 done, but

he met the personal expectation that I had for him.

So Step number four chase the why, when you have

a student who acts out in class, it is really

easy to react immediately.

However, what t b r I challenges you to do

is pause, take a step back and chase the why.

First up in chasing the why is determining was this

student intentionally defiant?

Or was this student going into survival mode?

More often than not, it's the latter of the two.

And in this case, if we treat it like defiance,

we are on Lee going to be met with a

power struggle.

If we approach the student as though they are in

survival mode, we can help them regulate their emotions and

de escalate the situation.

We need to approach them with compassion and empathy, meeting

them on their eye level and encouraging them to regulate

and use their words to express how they're feeling.

When we get to this point, we can offer the

student opportunity to redo the situation, to say or act

out what they should have done.

This helps create motor memory of how to positively react.

So this could be something as simple as, Hey, could

you please try to politely asked me for a pencil

instead of telling me to give you one, because that's

going to teach them that they need to use their

manners. So ask them to do that before you give

them what they need.

So you could also offer your student to positive choices

to pick from so many Children from trauma, they feel

this lack of control.

So offering positive choices gives them some type of control

back, and it also allows them to see positive and

wise choices they could make.

It might sound like, Hey, I know you are not

feeling very productive sitting here today.

Would you like to stand at the counter, or would

you like to sit by me at my desk today?

Another thing you could do is compromise.

This may sound like I know you don't want to

complete the assignment right now, and you really want to

go to your locker to get your library book.

So how about you complete the first two questions?

And then after that, you can go toe, go to

your locker to get your library book chasing the why

will lead you to discover that your students need more

than they're asking for or showing you.

So take the time to figure it out calmly, and

Step five is to choose joy.

So despite what negative behavior may have happened, your students

from trauma need to know that their actions didn't ruin

class, that you don't hate them.

Now most kids from hard places are used to being

told that they are the problem.

One. In fact, it is the chemistry of their brain,

their underdeveloped amygdala, the UN prepared school environment and the

past trauma that has caused them to react negatively.

We need to show them that they are more than

their trauma that we can forgive and move on.

One of the best ways to disarm fear, anxiety, tension

or anger is toe have fun, so commit to doing

one fun thing every day.

It could be a simple as playing music As your

kids enter the classroom.

It can be having a dance off in the middle

of the classroom floor.

It can be a coloring contest while you're reading out

loud. It could be a snack reward.

It could be watching a funny video or telling funny

jokes. Anything that is fun that gets a kid to

smile. Or even better, Laugh is going to start tearing

down the walls that that students so carefully constructed to

protect themselves from more pain.

So there is no better time to address the needs

of your students, especially those coming from hard places than

right now.

So teachers, I urge you to use t b r.

I has one of the best practices in your classrooms.

Kids from hard places.

They need to know that they can trust you as

a teacher and as a support.

To do that, we need to change our perspective.

Be proactive, be flexible, chase the Y and always choose

Rethinking Classroom Management with Trust-Based Relational Intervention (T.B.R.I.)

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