Resilient Schools

Go beyond trauma informed schools and turn you school into a resilient school that is ready for anything that is thrown at it.

The Authority: Baruti Kafele on The Equity & Social Justice Education 50 Resilient Schools 15 04/06/2023

The Authority: Baruti Kafele on The Equity & Social Justice Education 50 Resilient Schools 15 In this episode, we’re bringing you a conversation from The Authority Podcast, part of the Be Podcast Network. Today’s guest, Principal Baruti Kafele is author of seven best-selling books, including the topic of today’s episode: The Equity & Social Justice Education 50. He and Ross discuss: ● Equity vs. Equality — the strategy vs. the goal and why it matters ● Does my presence positively alter the trajectory of my students? ● The personal nature of this work and this book. How Principal Kafele learned to share his story to the benefit of his students. ● Becoming credible to your students ● “I want my readers to be comfortable with being uncomfortable and uncomfortable with being comfortable.” ● The Big 3: Individuality, Identity, and Voice. Why these are non-negotiables in every classroom. ● The leader’s role in making equity work resilient The Authority is a weekly podcast featuring interviews with leading authors from the education world and beyond. Host Ross Romano, a leadership coach, storytelling strategist and edtech advisor, draws out their invaluable insights on leadership, culture-building, transformation, and student & educator success. Subscribe: ● Apple: ● Spotify: ● RSS: Connect on social media: Principal Baruti Kafele is one of the most sought-after school leadership and classroom equity presenters in America. He has delivered over 2500 conference and program keynotes, professional development workshops, parenting seminars and student assemblies over his 35 years of public speaking. Connect with him: ● ● ● Ross Romano is a co-founder of the and CEO of , a consulting firm that helps organizations and high-performing leaders in the K-12 education industry communicate their vision and make strategic decisions that lead to long-term success. Connect with him: ● ● /episode/index/show/db49dd40-4c80-407a-baee-41f265f131a3/id/26415561

The Dangerous Inadequacy of Joy with Matthew Taylor Resilient Schools 14 02/10/2023

The Dangerous Inadequacy of Joy with Matthew Taylor Resilient Schools 14 Setting our sights on cultivating joy as the key to solving work culture malaise is inadequate and even dangerous. A singular focus on joy tempts us to view our culture woes as a technical rather than an adaptive challenge because technical challenges are much easier to solve. We take plug-and-play “joy factor” activities off the shelf and avoid anything that doesn’t feel good. This creates dissonance for people when they are experiencing challenges. Even more dangerously, the focus on creating joy—even thoughtful joy—obscures or distracts from what our work culture truly needs to create the conditions for people to thrive. Those conditions are built on connection, care and challenge. Pushing joy in the wrong moments leads to people becoming frustrated and focused on resenting you rather than collectively moving toward a collective awareness and intention that can truly shift your work culture. <ul> <li>Joy is important. But it is overused when used as a strategy.</li> <li>The overuse of joy as a strategy to build culture</li> <li>Positivity by Frederickson</li> <li>Conditions for joy - surroundings are safe and familiar.</li> <li>People who are going after joy can create dissonance.</li> <li>Maslow’s hierarchy of needs</li> <li>Social awareness</li> <li>What schools and educators need right now? They need to feel like they are not alone.</li> <li>What types of issues are the wrong focus on joy?</li> <li>Planned a lunch - we had some bumps, let’s move on.</li> <li>People were hurting, and needed to be affirmed.</li> <li>Trying to infuse positivity and camaraderie where people needed affirmation.</li> <li>Not meeting people where they were.</li> <li>People need three things to feel like they’re thriving <ul> <li>Connection - having real conversations.</li> <li>Care</li> <li>Challenged</li> </ul></li> <li>A space for emotional experience to be shared.</li> <li>Vulnerability is important</li> <li>Show up as their full selves</li> <li>Care is about compassion and belief in someone.</li> <li>Are they invested in my well-being?</li> <li>Do leaders care about their teachers’ well-being as much they care about the students’?</li> <li>Clear is kind.</li> <li>Connection and care without challenge is enabling.</li> <li>Challenge is still a necessary ingredient to improve culture</li> <li>Finding and owning their locus of control.</li> <li>Make it clear what is and is not in and out of control.</li> <li>Challenge - identify places where we do have locus of control.</li> <li>Hold each other accountable.</li> <li>How do you know the right thing to challenge on?</li> <li>What do people need right now?</li> <li>They need to feel seen, supported and they need hope.</li> <li>How to take control? Listening.</li> <li>We need to do a better job of creating those spaces.</li> </ul> About Matt Taylor Matt Taylor is the CEO and founder of The Noble Story Group- a leadership coaching and training group that ignites thriving for individuals and equity for groups by operationalizing EI. Matt has coached and trained hundreds of education and non-profit leaders over the last 15 years, from CEOs to school principals. Matt’s 5 Square methodology is used as an anchor leadership development tool in non-profit organizations, school leader development programs, and executive coaching programs across the country. Matt began his leadership career at Amistad Academy Middle School after ten years of teaching. During Matt’s tenure as principal, Amistad distinguished itself as the #1 middle school in Connecticut for African American student achievement. His book, The Noble School Leader, is a self-guided coaching journey for school leaders seeking to reduce suffering, spark hope, increase equity and inclusion, and help leaders and the people they lead thrive in their work and their lives. About Jethro Jones Jethro Jones, 2017 Digital Principal of the Year, is a former principal and host of Transformative Principal, Cybertraps, and My Bonus Money podcasts. He is also the author of the books How to be a Transformative Principal and SchoolX: How principals can design a transformative school experience for students, teachers, parents – and themselves! Jethro currently consults schools and districts on redesign efforts that don’t seem like another program. Jethro has worked as a principal at all K–12 levels, including a prison school, a district coach, distance learning team lead, and English teacher. /episode/index/show/db49dd40-4c80-407a-baee-41f265f131a3/id/25886799

Improving the Student Environment with Lauren Jewett Resilient Schools 13 01/24/2023

How To Help Kids Win In School And Life With Mitch Weathers Resilient Schools 12 01/22/2023

How To Help Kids Win In School And Life With Mitch Weathers Resilient Schools 12 As students, we all know the importance of being successful in school. But what does it really take to achieve that success? While good grades and test scores are certainly important, there are other key skills that can make a big difference in a student’s ability to succeed. These skills, known as executive functioning skills, can be described as the things students need to be successful in school and in life. Executive functioning skills include things like goal setting, working memory, time and task management, organizational skills, accountability, and self-regulation. These skills are crucial for helping students feel successful, even if they don’t always experience success in terms of grades or other traditional measures. Over the past few years, there have been numerous disruptions to traditional schooling, from the COVID–19 pandemic to online learning and hybrid models. These disruptions can make it even harder for students to develop and hone their executive functioning skills. That’s where Mitch, the founder of Organized Binder, comes in. Mitch started Organized Binder to help students who were struggling with school to be more successful by teaching them the executive functioning skills they need to succeed. As Mitch says, “School is a game, and when you know how to play the game, you can be successful.” He emphasizes the importance of being ready to play the game for the sake of your team, whether that team is a group of classmates or a group of coworkers. And the key to playing the game well is having strong executive functioning skills. So, how can students learn and develop these skills? According to Mitch, there are three key factors to teaching executive functioning skills: modeling, explicit instruction, and consistent and predictable routines. In other words, students are best able to learn these skills when they are explicitly modeled for them, when they get to practice them, and when they have consistent and predictable routines that allow them to practice these skills on a regular basis. For example, it’s not enough to just tell students to be on time or to be ready to learn. Instead, students need to see what it looks like to be on time and what it looks like to be ready to learn. As they get exposure to these habits and routines, they are better able to learn and internalize them. Regardless of what type of profession kids end up having, their executive functioning skills will enable them to be successful throughout their life. And, as Stanford University research has shown, these skills can have a big impact on a student’s overall well-being and happiness. In fact, adults often say, “I wish I had these executive functioning skills when I was a kid!” But the good news is that it’s never too late to learn and develop these skills. In fact, there are many experts, like David Allen and Michael Hyatt, who have made millions of dollars teaching time and task management skills to adults. And Mitch offers both in-person and virtual trainings to help students learn and develop these skills. One key to success is having a daily routine that helps students see what is possible and gives them the structure they need to succeed. Mitch also recommends Lisa Delpit’s book “Other People’s Children” as a great resource for learning more about how to teach and develop these skills. If you’re interested in learning more about executive functioning skills and how they can help your student succeed, be sure to sign up for Mitch’s free Executive Functioning Webinar Series at organizedbinder.com. So, these are the things you need to know about executive functioning skills and how they can help students succeed in school and in life. /episode/index/show/db49dd40-4c80-407a-baee-41f265f131a3/id/25689372

Making a Reset Room with Dr. Wendy Watson Resilient Schools 11 01/18/2023

Making a Reset Room with Dr. Wendy Watson Resilient Schools 11 Dr. Wendy Watson is the Principal of Garry Middle School in Spokane, WA. Garry is a Title I school, and they took a unique approach In recent years, Dr. Wendy Watson and her team at the school have made a concerted effort to improve support for students’ academic and behavioral needs. This has involved increasing the number of behavior interventionists from one to four, and adding additional support systems to help students de-escalate and regulate their emotions. One of the key challenges faced by Dr. Watson and her team was ensuring that these support systems worked well together. To address this, they brought a group of adults together to brainstorm and problem-solve. This team-oriented approach has been crucial in helping them create a highly trusting and supportive environment for their students. The results of these efforts have been impressive. Since implementing these changes, they have seen a 59% drop in overall suspensions, and a marked improvement in students’ ability to regulate their emotions and behavior. Of course, making these changes has not been without its challenges. Communication breakdowns are inevitable when implementing significant changes, and it can be difficult to stay focused and on track when dealing with the pressures of data and administration. However, Dr. Watson and her team have found that taking a restorative approach, and being forgiving of miscommunications, has been key to their success. One key factor in their ability to make these changes has been hope. As the interviews with Melissa Sadin and Cathleen Beachboard on the Resilient Schools website highlight, hope is a powerful motivator and can be a key factor in making schools more resilient. Overall, Dr. Watson’s experience has taught her that making positive changes in schools can be challenging, but the rewards are worth it. By working together, and focusing on the needs of their students, they have been able to create a supportive and resilient learning environment. - Resources wrapped up in academics Needed a lot of behavior support as well. Moved from 1 building interventionist to 4 behavior interventionist. Adding additional support systems. You start naturally problem-solving. Here’s the problem, how do we get together, and how do we make it work? We got a group of adults together to help kids de-escalate kids. Need to work through what everyone’s needs are in then put everyone together. Wonderful people who have the toughest jobs of dealing with emotional People are naturally learning from one another learn how to work with kids and help them regulate. Being part of a team, no sense of people being in their own separate offices. Built-in support for when adults are overwhelmed. Highly trusting place for students to come when they are dis-regulated. 22 staff members with admin got together to define what MTSS means for our school. When Wendy arrived suspension numbers were higher than every high school. 59% drop in overall suspensions. When there is pressure on the admin to get suspensions decreased, it can be very challenging. You can’t solve problems when you’re dealing with data that isn’t real. When interventionists want to get out, it’s a red flag. The challenge of communication when you’re making change. Change is challenging, but worth it. General breakdown of communication can and probably will happen. Be forgiving when miscommunication happens. Restorative practices take time. Clarification of roles of people within the community support room. What the process looks like now: quick collection of data, interventionist comes to get the student, recommendations for support, goes to reset room, may eventually connect with admin. Base curriculum - in-the-moment lessons on the subjects they specifically need right now. 1 thing to make schools more resilient: hope - it’s so important. Big Beautiful Future. For more about hope, see these interviews with and about hope. /episode/index/show/db49dd40-4c80-407a-baee-41f265f131a3/id/25639989

Human-Focused Culture with LaVonna Roth Resilient Schools 10 01/02/2023

Human-Focused Culture with LaVonna Roth Resilient Schools 10 As an engaging and interactive keynote speaker, consultant, educator, and mom, LaVonna bridges her passion for how the brain learns with identifying how every individual S.H.I.N.E.s with their mindset and social-emotional well-being. She leads a small business where her and her team boost schools in embodying a Human-Focused Culture. A culture where we put those doing the work at the heart of the impact desired. How? By supporting schools in harnessing the S.H.I.N.E. framework, increasing psychological safety, & building a foundation based on the brain sciences. S.H.I.N.E. is the secret to a work environment where all want to be! LaVonna has 3 degrees, is the author of 8 books, and has worked with organizations in the U.S./Canada, Europe, South America, and the Middle East. She is the creator and founder of the Ignite Your S.H.I.N.E.® framework and also Prime to S.H.I.N.E. where she coaches educators in how to make an impact through educational consulting – part-time or full-time. S.H.I.N.E. will leave you inspired. Help you find your power through ah-ha moments. Ignite the fire within you to have the confidence in who YOU are and what you do, because YOU are the difference maker! Creating a human-focused culture in schools is crucial for fostering a sense of inclusion and psychological safety among students and staff. This means putting people first and making sure that everyone feels valued and included. According to LaVonna Roth, it’s important to start with small, low-risk activities, such as check-ins, to build trust and create a safe space for vulnerable conversations. Asking the right questions is also crucial; instead of asking “how do we solve this?”, try asking “how might we solve this?” to make it a group effort and encourage creativity. In addition to creating a safe space for conversation, it’s important to evaluate and release stress in a proactive way. This means being open and honest about where we are at and whether we are living up to our ideals, and taking time to check in with each other before things get too overwhelming. To help foster a human-focused culture, Roth created the SHINE Framework, which focuses on strengths and encourages individuals to be self-aware, have a heart for humanity, inspire others, navigate challenges, and be exceptional. By focusing on strengths and empathy, we can create a more resilient and inclusive learning environment for all. Human Focused Culture - how to create a place where people want to be. Putting people first makes a big impact. How does the brain thrive best in achievement It starts with everyone feeling valued When people feel included, they can ask vulnerable questions. Must go through different levels of psychological safety to get to the highest level. It’s difficult to ask harder questions if you’re afraid to ask even simpler questions. True empathetic listening ear. Do you have a Heart for humanity To help people feel really included, our actions and our verbiage need to be aligned. We’re used to having a hierarchy in our society - If we’re going to have everyone be included, we have to watch those walls of hierarchy. Knowing who makes the final call, but also recognizing that everyone can overrule the person in charge. As a group, deciding how we want to move forward. In a low-trust environment, start with a small-risk activity, like a check-in. Are we asking the right questions? Not How do we solve this but how might we solve this? Make it our idea, instead of my idea. The way we ask a question matters, too: Tell me when you have a staff thrive at their best. When things get stressful, prior to that break, ask for the voices about what is working and not working. Be open about where you are at and whether you are living up to your ideals? Evaluate and release stress when it is going to be challenging and you know it is. Tell me about the SHINE Framework and why you created it. Self, Heart, Inspire, Navigate, Exceptional Focused on strengths. Gallup says a strength will remain a strength and a weakness will never become a strength. Even really challenging situations can be positive and create strengths in us. the 1 thing to make our schools more resilient: Have empathy. /episode/index/show/db49dd40-4c80-407a-baee-41f265f131a3/id/25481934

How to Increase Hope with Cathleen Beachboard Resilient Schools 9 12/24/2022

How to Increase Hope with Cathleen Beachboard Resilient Schools 9 Cathleen Beachboard is an award-winning educator, best-selling author, and leading innovative expert on raising psychological hope in schools. Her Building H.O.P.E.© framework has improved resilience, well-being, and achievement in thousands of schools across the country. As a sought-after speaker on well-being and retention, she provides practical tools and strategies for parents, educators, and school leaders to increase hope so students and staff can thrive. Hope is a positive cognitive process Hope is a mix of your goals, pathways and agency. Hope is determined in different ways. Hope is measurable. How do you increase your hope? Your hope level is similar to your friends. Introduce someone who is at a different level. Put a high hope kid next to a low-hope kid. If you’re high hope, spread it. If you’re low in hope, start improving your hope. Wherever you are lowest, start there. Low in pathways - one way to solve a problem. Backup plans show you that you can improve your plans. Will power and self-control. Even if you don’t have control, having back up plans help you feel more in control. As hope increases, the impact of stress decreases. Teachers can be overwhelmed, too. Hope is the greatest way to impact secondary trauma. Mindset Looking at your culture and seeing what you already have in place and modify them to be more hopeful. Strategies for principals: vulnerability. Don’t let problems fester - give everyone a post it, write down the problem they’re having right now. Get out of silos. Problem speed-dating. Plan hopeful practices into their day. Write gratitude emails to three people each day. When we have a problem, we focus on the problem, vent about the problem for 1–2 minutes, then list all of your strengths, figure out how your strength can be used for your problem. Get the book The School of Hope? Connect with Cathleen on /episode/index/show/db49dd40-4c80-407a-baee-41f265f131a3/id/25417569

Managing Obsessive Compulsive Disorder with Stephen Smith Resilient Schools 8 12/23/2022

Managing Obsessive Compulsive Disorder with Stephen Smith Resilient Schools 8 Stephen Smith’s life was going great. He was an award-winning college quarterback with a vibrant social life and a bright future ahead of me. But then OCD came out of nowhere and derailed everything. He started having repeated intrusive thoughts that made him doubt the most fundamental characteristics about himself. Depression hit, and he felt like he was stuck. He went from playing quarterback in college to being housebound in six months due to misdiagnosed and untreated OCD. It took a lot of time and money to access effective OCD treatment, but once he had the right diagnosis and found ERP therapy, his mental health improved, he returned to school, and he finished my football career. He felt like he had a future once again. Getting the treatment he needed to conquer OCD was a battle on its own. It made him wonder: Why isn’t effective care more accessible and affordable to those of us struggling with OCD? Hi experience fueled the creation of NOCD. Talented, like-minded individuals joined me to make this vision a reality. With their passion and innovation, it took off in a big way. Now, NOCD is working to help 180 million people with OCD around the world regain their lives. OCD is a misunderstood condition, yet it’s one of the few words in our society that everyone recognizes. It’s a condition where people have recurring thoughts and fears that violate their core values and beliefs. If you have someone close to you that has OCD, you might want to ask them questions such as “what is causing you to do these things?” or “Do you have unwanted thoughts?” or “Do the thoughts feel real, even though you know they’re not?” It’s important to note that a licensed therapist should do diagnostic assessments with kids. Generalized therapy can be harmful to kids. It’s estimated that 1 in 40 people have OCD in their lives. If left untreated, people with OCD are more likely to die by suicide. OCD is caused by a combination of genetic and environmental factors, but it often takes 14–17 years to get evidence-based treatment. However, with the right treatment, people with OCD can learn to manage the condition in a three month window. Exposure and Response Prevention (ERP) is a very effective treatment for OCD. ERP is based on the idea that trying to stop the thoughts makes the compulsions . Powerful. OCD is one of the only words in society that everyone recognizes and everyone misunderstands. Condition where people have recurring thoughts and fears that violate the people’s core values and beliefs. Questions you can ask: what is causing you to do these things? Do you have unwanted thoughts? Do the thoughts feel real, even though you know they’re not? Licensed therapist can do diagnostic assessments with kids. Generalized therapy can be harmful to kids. 1 in 40 people have OCD in their lives. More likely to die by suicide if left untreated. OCD is caused by genetic and environmental factors. It often takes 14–17 years to get evidence-based treatment. Can manage the condition in a three month window. Exposure & Response Prevention - Trying to stop the thoughts makes the compulsions worse - instead they need to accept uncertainty. OCD is the doubting disorder Talk therapy or thought stopping therapy. OCD is a chronic condition, treatment needs to be flexible. Train all therapists internally in addition to their licensure and monitor regularly. Monitoring and support 24/7 With virtual therapy, therapist can go with them to their location. Hoping that every single teacher can recognize and see OCD symptoms and help others. Trauma and OCD and veterans in the military. PTSD is intrusive thoughts about the past Cormordities. Environmental. Living on a daily basis can be an exposure in and of itself. Learning how to respond to those specific situations Accept uncertainty when fear pops into his head. Exposures teach them how to respond to their fears. When you stop exposures, you forget how to respond. The VA article that breaks down PTSD and OCD Lack of dissemination of information Understand how to probe for it. Couple thoughts - 1 subtype of OCD - real event - questioning the memory Also build a model that can help us educate students and faculty - easily get connected - disease awareness 1 page summary 10% of families will be affected /episode/index/show/db49dd40-4c80-407a-baee-41f265f131a3/id/25417539

It's All About The People With Erika Garcia-Niles Resilient Schools 7 11/30/2022

Mental Health Awareness with Dr. Elaine Harper Resilient Schools 6 11/24/2022

How to Choose a Mentor with Dr. Deborah Heiser Resilient Schools 5 09/01/2022

How to Choose a Mentor with Dr. Deborah Heiser Resilient Schools 5 Founder of The Mentor Project www.mentorproject.org bringing STEM mentors to schools and the community. Deborah Heiser, PhD holds a degree in Applied Developmental Psychology with a specialty in redefining what being older looks and feels like. She is a Tedx Speaker, 92nd Street Y Speaker, 100 Coaches, Adjunct Professor, recognized by Thinkers50, award winning researcher, consultant and coach. The Mentor Project - More than 100 top-level experts into classrooms STEM/art, business, law, finance, etc. Mentoring students for free - K-University Goal is to level the playing field. Mentor is there to guide, inspire, and support, and help you out there along the way. Teacher is teaching you something specific. Mentor enhances what a person already has. You don’t know what you don’t know. Vertical and lateral mentors Mentor focused organization - we provide supports for each mentor. We have as many models as we have mentors. Javier - Hackathons Working with students to patent inventiones [[Aton Gotian]] Building 8-bit computers Mentors give talks in schools Mini-masterminds Ask a mentor You can be vulnerable with a mentor. Mentors are there to bring out the best in you Mentors open the eyes of mentees so they can go on their own. You don’t have to spend all your time with just one mentor Mentorship can be one-off or in depth. You can have many mentors all throughout your life. Have as many mentors as you need. Many people don’t seek a mentor because they don’t think the mentor would talk with them. Someone looking for a mentor should see how they should be as a mentee. Am I just looking to take? Come in seeing yourself as part of a relationship. Look for someone you feel comfortable talking with. Look at mentorship as a relationship People who are curious, not looking for an answer. What am I going to do with this knowledge. Feeling /episode/index/show/db49dd40-4c80-407a-baee-41f265f131a3/id/24223878

Making Sure Students Are Seen with Henry Turner Resilient Schools 4 08/25/2022

Making Sure Students Are Seen with Henry Turner Resilient Schools 4 is an award-winning high school principal, author, and nationally renowned speaker. He is most proud of the collaborative community he works within to empower students to fight hate and bigotry in their school. Pointing to his unwavering commitment to equity and a student-centered culture, Henry was named by K–12 Dive. Henry is the author of the newly released book, published by DBC inc. As a national speaker, he shares his experience as an innovative instructional leader, passionate advocate, and committed antiracist educator with educators and organizational leaders. Henry works with educators, leaders, and communities on how to create a culture that commits to diversity, equity, and inclusion empowers students’ voices and addresses economic and racial disparities. He has a biweekly newsletter, “Lessons on Social Justice Leadership” that can be found at . Race is a social fabric that has been created in our society. If we believe in all students succeed, then we need to respond to students’ needs. School was founded on separating students and what systems were excluded. 25% of students were on IEP, 50% of black students were on IEPs. Racism - system of advantage based on race Who are we blaming for these disparities? What is wrong with these students vs. what is wrong with these schools? 80% of educators want to do racial justice work in their schools. Leaders are nervous about diving into this - how Teaching students to stand up for someone else. Start small How do you make sure students are seen? How do you pronounce your name? Intent is good, impact is bad. The way to make students feel included is to empower them. How do you get started? Creating agreements with students Name activity - sharing the history of your name This is the way to begin to talk aboutt he work. Talking about race really begins with talking about us. Focus on relationships. Who are we blaming for the problem? - What did I do over the course of the year to help you feel comfortable sharing that with me? /episode/index/show/db49dd40-4c80-407a-baee-41f265f131a3/id/24162402

Preventing Burnout through Care with Nadine Levitt Resilient Schools 3 08/18/2022

Preventing Burnout through Care with Nadine Levitt Resilient Schools 3 [] is a Swiss-born German, Kiwi, US transplant, and founder of the music technology company, Wurrly, LLC. She began her career as a lawyer but after 6 years of practice, she began to pursue a career in music as a professional opera singer and songwriter. She has performed extensively all over the United States and the world, sharing the stage with David Foster, Andrea Boccelli, Kiri Te Kanawa, Roger Daltry, Christina Perri, and Steven Tyler to name a few. Passionate about music in schools she sits on the national board of Little Kids Rock, and in 2016 led the development of the music education platform , which empowers student voices and makes it easy to bring a fun and effective music education to schools. Nadine is also an author of children’s books, including the book series, which teaches kids to identify, acknowledge and direct their emotions. Value Care package. Each month has a theme. Work in groups to come up with strategies to come up in daily life. Do things in 2–3 minutes or less. How do you get up when you don’t know where the ground is? The power of curiosity. It’s not an end destination, it’s a journey. Music to move you. The power of music in SEL situations. We shouldn’t teach music to be a musician. Physiological - music is one of the only things that can really get into our brains. Music can interrupt other emotional cycles. People are more inclined to buy expensive items when the store is playing classical music. How to rekindle their passion? Time scarcity - brought on by an emotional response that you’re feeling overwhelm. Interrupt overwhelm - do something different Free to teachers, cost to districts. The more you apply these skills the easier it is to avoid and manage overwhelm. Emotions are just messages We are engineered to see patterns. Thoughts are just patterns. Often our thoughts are not based in patterns. When you become aware you’re telling yourself a story, just tell yourself. Respond rather than react. Need to speak freely: challenged and rewarded. When we share, we don’t feel shame. The need for people to take responsibility for their part. Leadership - formal and informal leadership opportunities. Leadership is having control over the outcome. Controlling your own identity. SEL - Teach emotions in an isolated way How you can use for deeper learning /episode/index/show/db49dd40-4c80-407a-baee-41f265f131a3/id/24104244

Model It, Live It, Let Them Experience It. with James Moffett Resilient Schools 2 08/11/2022

Hope And Laughter with Melissa Sadin Resilient Schools Episode 1 08/04/2022

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