One Foot Video 1 part 8

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by Judy Skolnik Norman2 views·Updated Feb 13, 2021
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Intro to strategies section

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  1. okay, We have mhm.
  2. Yeah, it wasn't just how did you do?
  3. Mhm. Okay, it.
  4. Okay, so this section is all about, um, strategies and
  5. practical neuroscience.
  6. Thistle is a huge section.
  7. Um, I want you thinking about this from the perspective
  8. of what's jumping out at me is being important information.
  9. This is not something that I would go over in
  10. this entirety if I had a short amount of time
  11. with a group or an individual educator.
  12. Because there's just a lot of information here.
  13. Normally, um, me sharing this much about this particular portion
  14. would either be actually is part of a several workshops,
  15. Siri's or four hour training.
  16. So once you're thinking about that as you hear the
  17. level of detail that I go into as I'm presenting
  18. this, what parts are you going to take away going?
  19. OK, this feels important to me.
  20. Is it just the actual categories that I might go
  21. over? What parts is parts of the neuroscience feel important?
  22. And remember that when we go through this in our
  23. webinars and our consultation and coaching, we're gonna be teasing
  24. all of this apart, so I don't want you to
  25. feel like you need to get all of this right
  26. now and you need to know exactly how to talk
  27. about it and when to use it.
  28. Um, I just wanted to take when we had these
  29. 2.5 hours of me presenting information, giving a lot of
  30. it to you, and then we'll we'll pull it apart
  31. later, okay?
  32. I'm so sit back and listen through the lens of
  33. what's jumping out at me is feeling really important.
  34. Okay. Uh huh.
  35. Mhm. Okay, so we're going to start.
  36. We're now going to talk about some very specific strategies
  37. that you can use to help both in the moments
  38. of this regulation and before and after this regulation occurs.
  39. So first I'm going to remind you that we have
  40. put this into three different categories, depending on what goals
  41. we might have in that particular situation.
  42. Teaching and learning, which corresponds to being in the cortex,
  43. promoting connection, which is most closely allied to being in
  44. the limbic region and grounding and regulating, which is what
  45. we would need to dio if we or students were
  46. in the mid brain for the brain step.
  47. So I'm going to start by talking about teaching and
  48. learning. What are some of the strategies that we might
  49. use if we believed that a child or ourselves was
  50. regulated? And so it was before and after moments of
  51. this regulation we're going to start with be reflected with
  52. a broader perspective.
  53. These are the students that whenever we sit down to
  54. try to talk to them about something that might have
  55. happened we here.
  56. But it's not my fault.
  57. We've done that ourselves, and we have lots of students
  58. that do that.
  59. So one of the things that I want to talk
  60. about is a little bit of neuroscience that might help
  61. explain what might be going on in a situation like
  62. this. Lisa Dion talks about four different kinds of threats
  63. that the brain the amygdala is always scanning for thes
  64. air physical threats.
  65. The unknown shouldn't and many expectations okay,