The FIELD acronym is a great way to get a connection going with the kids, students need to feel heard and seen. The FIELD acronym is a great way to remember the connecting steps. Students who are not regulated are not engaged and learning, we need to be able to work on strategies with the students before moving forward. I try to offer that safe place/environment for the students and if not with me then with our school counselor and wellness counselor.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
I have read a lot of responses on this post about this topic and I have to agree with the majority that Dr. Carrington's acronym FIELD is a very good way of attempting to connect with those specific students that you really worry about their well being. There has to be some ways we can try or see progress with students that are disengaged and their feelings are not regulated properly. Offering to fill their specific needs is crucial to doing this.
I think the acronym FIELD is a great start! For preschool, it can be absolutely amazing how differently a child can behave after their belly is full.
One of the biggest take away that I think all people who come into contact with these students is that they need to make a connection, show they care, build a relationship before they are directing. So often, the kids that need the connection the most are the most difficult for example on the playground and school buses, but no real connection has been made between them and the people who are doing what they think is their best to keep everything under control. I loved the story of the bus driver and what a testament to every person that comes into contact with that kiddo has a chance to make a difference.
One of my preschool students is having a hard time with the transition to starting school. He recently turned 3 and started in our program. He is not diagnosed, but he may be on the autism spectrum. It is very difficult for him to transition away from his mom when she drops him off. He has never been away from his parents before (no daycare or other preschool or even a babysitter). One thing that resonated with me during this reading were the 5 keys to (re)connecting - specifically "feed them". In the special education field, we often use food as a motivator. Students will work for goldfish, cereal, etc. (I haven't done this a lot in my classroom, because I prefer to find other types of motivation.) I haven't thought much before about using food as our connection point. Moving forward with this student, I'm going to try offering food right away when he gets to school. This could really help us connect and help him regulate before he's ready to play and join in with his new classmates.
For the students I’m most worried about right now, the strategies from Chapter six can definitely be applied and are important. I believe that by focusing on connection we make with the student first, rather than jumping straight to consequences or problem-solving we build the relationship and trust. I really appreciate and agree with the acronym FIELD: Feed them, show Interest in them, make Eye contact and say their name, Leave them never, and get Down on their level. It clearly lays out the steps for building trust and safety with our students. Using these strategies, as a School Counselor I can continue to work to create moments where students feel seen, valued, and supported. I can provide a safe space for them. Prioritizing connection in this way is an opportunity to help students feel understood and supported.
To help the kids we are most worried about, I think we simply need to remember that even in uncomfortable situations, we are wired for it. We have the tools and the capacity to help those students if we connect and (re)connect with them. Remembering the 5 keys of (re)connection would be very beneficial in helping students. I’m sure as teachers, we engage in some of these keys to connection already, but maybe not in as meaningful of a way as we should be.
1. Engage with the student more often. Do daily check-ins. Show genuine interest in the things they like to make that connection with them stronger. 2. Keep eye contact with the student. Let them see that you are genuinely interested in them and their well-being. 3. Get at their level. If the student is sitting, sit next to them. If they are criss-cross applesauce on the floor, sit criss-cross applesauce next to them. If they are sprawled out on the floor, sprawl out on the floor beside them. Make eye contact and be patient. Let them know you are there for them when they are ready. 4. Ask them what they need. Get them a drink. Get them a snack. I do this with my own children—when the lid has flipped, one of my first responses is, “Are you hungry? Do you need a snack?” 5. Stay with the kiddo. Whether they want you there, or whether they will talk to you or not, be present.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
One of the biggest takeaways from this reading and how it can be applied to kids in the world right now is building that connection with them. Saying "hi, how are you?" each morning and "see you tomorrow" at the end of the day can go such a long way. Also, making it a priority to take time out of our day to talk with them, figure out their interests, things that are going on in their life right now because we might be the only person that these students feel safe opening up to. Getting on their level and showing them, I'm here with you instead of presenting with an authoritative stance can go a long way. Being on the same level as them will help them not only feel more comfortable but safer and more connected with us. A lot of kids these days deal with so many things and go home to those repeated patterns of feeling stuck, unsure, anxious, etc., which further shows the importance of continually building that strong rapport with these students as it can be that open door for them to realize that they do have an outlet of a safe space to be in.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
Connection, not only with the student but the parent/caregiver gives a better understanding of the situation. Finding the kids interest and building a relationship.
I think connection and relationships are the most important and make the biggest impact. Making those students feel seen, and it can be as simple as welcoming them into the class, saying their name, and just having conversations with them. Don't let them hide, make them feel welcome and that you notice them and want to get to know them. Show them that you are interested in their life outside of school. My favorite thing to ask students is what they do for fun or if they have a job, or anything they might be looking forward to.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
I believe showing interest in what they are interested in is critically important. This can spark such a great connection with kids. So much of the way they act is based on how they don't believe adults actually care about them. This can bust that up right away. I also believe if you can show up for them at a performance or activity can also be about the most impactful thing. There is nothing more powerful than giving a student your time!
I am most worried about my quiet students because they may struggle to express their needs, participate in group activities, or build connections with peers. From Chapter 6, I can apply strategies such as creating safe, low-pressure opportunities for them to share their thoughts, using choice-based activities, and observing closely to notice nonverbal cues. I can also provide consistent encouragement, model social interactions, and give them time to process before expecting a response. Small, scaffolded steps and personalized support will help these students feel seen, valued, and more confident in engaging with the classroom.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
The student I am worrying about right now, has the invisible backpack on. There has been a change in their behavior and work ethic in class over the last few weeks. It is apparent to a few teachers and their parents. I think using the keys to reconnection can work with this student and I feel like I have a good start with some of them. We have similar interests that we have discussed in class, I can have those difficult conversations with them, and this student listens and engages in the conversation. The relationship is there, I just need to dig a little deeper into what is going on to cause this change in the classroom.
I worry about all of the students I have.. in different ways usually but there is always something. I truly feel the biggest thing we can do as teachers is get to know our students, go to their games, dance recitals, or whatever they are into to show you care about them. If you are unable to attend the events then show you care by asking them about what they are interested in. If they know that you care then they are usually willing to try anything for you in the classroom. I also believe that taking away a student's recess time generally has the wrong effect, they need that time to decompress and have a break and staying in to get work done or as a punishment does not let them have that break that is so needed some days.
When I think about the kids I’m most worried about, Chapter 6 reminds me that their behavior is usually a sign they’re struggling, not just trying to be difficult. Instead of reacting with consequences right away, I need to focus on helping them calm down and feel safe first. Building a stronger relationship with them checking in, listening, and showing them they matter can make a big difference. If they feel connected and supported, they’re more likely to trust me and be ready to learn.
I think connection is most important when it comes to the most troubled students. A lot of teachers get easily annoyed by the more troubled kids. I actually have very little trouble with these students. Instead of just kicking them out/ disciplining them every day, I do my best to create good rapport, that way they respect me. This boundary of respect I create, makes it easier to help and work with the child- it is very rare I run into trouble with them because they respect me too much at that point.
There is a student in my study hall who is almost never in school. He has to have spent at least 60% of the spring semester in either ISS or OSS. When he is in class, he is defiant and disruptive to the point that our behavior facilitator is called in every class. By the time he gets to my room at the end of the day, he's usually in a pretty bad mood so I have to do a lot of damage control to make sure he doesn't start a fight. For this student, success looks like at least starting to do the assignment while not getting into any altercations. To help him achieve that, I provide gentle redirections if he is not on task. I will open up the assignment on his computer for him and tell him that I will be back in 5 minutes to check on him. If he is involved in a small altercation, I redirect the entire class in a neutral tone of voice. These two interventions have resulted in him being less abrasive to his classmates and at least pretending to get started on his work, which for this student, are both pretty big wins.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
After reading this chapter Carrington's FIELD acronym is a great tool to add to my teacher toolkit. One of my students that I worry about the most is a very shy and quiet student. At the beginning of the year he would hardly speak in class at all and when he did talk he was so quiet none of us could hear him with our classroom A/C unit on. He has really opened up to me throughout the year and I thought we were making great progress. He has been sick quite a few times since Christmas break and now it seems like he is going back into his shell again. I especially make a point to great all of my students as they enter and exit my room each day with their name and at the end of the day that get to choose their greeting with me. He usually will chose one that is not a hug but on extra hard days or after a long "break" for him when he has been "sick" he will give me a tight squeeze. On the playground he likes to swing a lot so I make a special point to stop and talk with him while he is swinging during my duty everyday and ask him about his cats. We have high school mentor students as our high school is connected to our elementary. I really think it would be beneficial for him to have a "big brother" to connect with him and play games with. At home he lives with just his grandma, mom, and sister. When he does get to see his dad or grandpa he tells me way in advance because he is lit up about it and is so excited. I'm hoping our behavior specialist can make this happen for him before the end of year.
There is a student this year who frequently throws a fit whenever there is writing to be done. He gets easily agitated at the first mention of writing. I have had to work hard to build the relationship with him first so that we can get past his mental "I can't do this block". I have definitely used the idea about showing interest in things they care about. We have had many conversations about Pokémon cards (which I knew nothing about until talking with him) but it gave us a topic to discuss and many of my questions prompted topics he deemed manageable to write about. I have also had those days with him that even the topic he loves isn't good enough. I have then had to go to the second idea of getting eye contact and say his name. When he is spiraling I have had to firmly say his name to get him to stop and look at me so I can tell him "you can do this, I believe in you, I am here to help, you don't have to do this alone". I have also used the be on his level, whether we are writing at the table or laying on stomachs on the floor or however he feels will work that day. I have not used the food option yet but will put that in my toolbox to try if need be. The last thought about proximity matters is absolutely true in this case as well. I will get him started writing and think he has a plan to do it independently but when he is at his low as soon as I walk away to help another student, the frustration sets in again. He needs that person there until the end to help him get through the tough moments.
I couldn't agree more that most of the time the kids that need the most love are the ones that are the hardest to reach. Where do you begin? How do I connect? In Chapter 6, the FIELD acronym isn't a fix all, but it's a wonderful way to start and to begin to gain that trust and knock those walls down. As a substitute, I have a short time to connect, but always wanting new ways to try.
The students I currently worry about have trauma in their life and when they act up, it's so easy to instantly get mad at them and not understand why they are acting the way they are. I like the FIELD acronym that was introduced in this chapter. It is a great reminder of how educators should respond when a student is dysregulated. The word "connection" is now engrained into my brain after reading the majority of this book so far. I always pride myself on "building relationships, but I think I like the word "connection" even better. The students that I am currently worried about need connection(s) in the school setting. They need to know that they are safe and cared about. A matter of fact, this year we slowly integrated a student into a full school day and in the past, this student, had MAJOR behaviors that scared the staff and the students. So of course, this year's teachers, me being one of them, were hesitant about this child before we even got them. It is now almost April and this student is doing AMAZING! We have not witnessed any past behaviors and I whole heartedly believe it's because this student has a team of educators that has built a connection with them and cares for him daily. It is so good to see, makes me heart happy!!
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
I worry about many of our kids in our schools these days. It is much different than when we grew up. I like the FIELD acronym that was used in this chapter. It is a reminder for me on ways I should be helping guide my students in the classroom and in our school. Each of our students needs to have someone build a relationship with them and make connections. You may not connect to each an every student in your classroom but hopefully there is a staff member in your building that can "connect" with that person. Having that someone to lean on or listen to is just as important for our students in our lives as it is in our adult lives.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
I worry about a lot of my students right now. I think using the information in chapter 6 can greatly help. Connection is key, specifically using the FIELD acronym. We never know what our student's home lives are like, but we can do are absolute best to make a connection with our students while they are with us. I was actually just speaking with the art teacher about this. One of our 1st grade students is having a really tough time. She is hitting, kicking, punching, and cussing out teachers as well as students. No one is really sure what is going on with her or why this is happening. These behaviors just started at the end of February. The art teacher has been giving this student special jobs during class, and we discussed if this was really fair to the other students who are always respectful and do the right thing for them not to have the opportunity to have a job. The art teacher said, "well, is it fair that this little girl has to go home every night and get yelled at and cussed out by her mom?" I thought she made a really good point. I think this little girl needs our connection and support more than ever, because we don't think she's getting much connection at home.
I have a great group of students this year. That said, I am always concerned about a few students in terms of their grades, social ability, and/or attendance/home life. I think the FIELD acronym from chapter 6 provides some fantastic suggestions for helping these students. In all honesty, I have never been one to provide food or snacks but I can see how this would form a connection. My wife (who also teaches in our school) has a candy bag that is popular with students and I can see the connections it helps form. I do consistently incorporate the other strategies from the FIELD acronym. I try to have a conversation even if briefly with every student at least once a week. We are a small school, so I know student interests pretty quickly and try to bring these up in conversation. When I hand back papers or have time to walk the classroom, I try to say student's names frequently. I also try to get down to eye level from a desk when answering questions. I think the "Leave the Never" strategy is a good one if a student is having a meltdown. I very rarely have classroom discipline issues, so thankfully, I have really not had to use this one as I really haven't had any classroom discipline problems in a long time.
FIELD is a great start. Building relationships and making connections is key. The kids I worry about are the kids that have such a wall built up that they don’t trust anyone and will not let anyone in to help them. I think the wall was built because kids got hurt by someone through words and/or actions so they are very wary about letting down their guard and trusting anyone and it will take a lot of time and patience to get these kids to trust you because they don’t trust anyone. And sadly, I don’t know if they will ever trust anyone.
I agree with many others when it comes to having a solid framework in place to guide us as we reconnect to kids who “Flip their Lids.” The acronym FIELD is easy to remember, along with the fact that as adults, these steps help us when we need to put our lids back on. When I think about students flipping their lids, I think of recess-this is a time when most disagreements and confrontations happen. The next time I see one of my students “Flip their Lid,” I’ll find a place for us to sit down, give them a few crackers, and ask them to tell me what’s going on (making eye contact & using their name). It’s my job to then stay with them until they calm down and are ready to either go in or go back to their recess activity. I think incorporating these steps into the things we do with our dysregulated kids will help them with their regulation skills as they continue their journey into other experiences.
To help the students I’m most concerned about, I’ll focus on the FIELD steps to build trust rather than just managing their behavior. If a student is overwhelmed or checked out, I can start by meeting a simple need, like offering a snack, and then take the time to talk about what they actually care about outside of class. By getting on their level, using their name, and simply staying with them during hard moments, I’m showing them they aren't alone. As the chapter points out, a kid who feels invisible or stressed can't focus on schoolwork. Once they feel seen and safe in the room they are much more likely to engage with what we’re doing.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
This year I have mainly been working with students who are having behaviors and how to overcome those behaviors. The FIELD acronym sticks out, because this is how I handle some of these situations. We know if basic needs aren't met, they won't be successful. Building that trust and once that trust is established on how to best help that student in that situation. If kids are feeling stressed or invisible, they won't be successful. Not leaving and showing them that we stay during those hard moments, will build that trust and relationship.
What I learned in Chapter 6 will be helpful in many ways. I am thinking about one student in particular who is very interested in football. That is a connection I will lean into. I will make an effort to use eye contact more frequently. I also need to remember to crouch down or sit at his level whenever possible. I can have more snacks readily available to help regulate. I will remember when he flips his lid to stay with him and work through it with him to the best of my ability. It's easier to regulate with someone. The fact that kids need their prefrontal cortex in order to regulate is a great reminder.
I have a few kids in my class this year that have been so challenging. I love the five keys to Connection that the author uses. Showing interest in things they care about. I have had to brush up my skills on pokemon cards and how fun it is to trade them. Attending a Kindergarten soccer match shows them that I care about them outside of school. I always use their names and get their eyes on me when talking with them about what they can work on and what they have done well that day. Talking with them while sitting in my chair, so that they our on my level is a great technique. I never thought of using food as a regulating strategy, but I plan to use it in the future. I also believe that it's important to be with my students when they are trying to make sense of hard things.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
I really like the 5 Keys of Reconnecting: Feed them Interest (show genuine interest) Eye contact (get) and say their name Leave them never-especially when they tell you to go away Down on their level is where you want to be
I do a good job of being on their level and giving eye contact. I could work on the genuine interest. I value what they are doing, their comments and ideas. However, I could invest more in their favorite things. Like learning about their interests (minecraft, roblox, soccer, etc. ) and learning more about what they like about those things. Let them teach me about their world. It is hard as the day is so busy but I need to take time to do this more.
The students I worry about most are often the ones who are hardest to reach in the moment, those who shut down, disengage, or react in ways that can be easily misunderstood in a busy high school classroom. Even in a small school, we also have a separate building for “alternative” students, so I work with kids who are carrying a wide range of challenges both in and out of school. Furthermore, a key takeaway from the reading is that connection has to come first before learning or correction can be effective. Getting a student’s “heart” is about helping them feel safe, seen, and valued, while “taking names” reminds me that each student is a person, not just a behavior. In my history classroom, I also think about using historical figures or stories that might connect with certain students, but that only works when I truly know them well enough for those connections to be meaningful. That reinforces how important relationships are as the foundation for instruction.
In addition, i love the FIELD acronym from the reading and how so many of those aspects ring true in helping these relationships and serves as an extremely helpful guide for those students I’m most concerned about, especially in moments when they are struggling or dysregulated. It keeps the focus on simple, intentional actions that build connection first instead of escalating the situation.
The FIELD acronym is a great way to get a connection going with the kids, students need to feel heard and seen. The FIELD acronym is a great way to remember the connecting steps. Students who are not regulated are not engaged and learning, we need to be able to work on strategies with the students before moving forward. I try to offer that safe place/environment for the students and if not with me then with our school counselor and wellness counselor.
ReplyDeleteThink about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
ReplyDeleteI have read a lot of responses on this post about this topic and I have to agree with the majority that Dr. Carrington's acronym FIELD is a very good way of attempting to connect with those specific students that you really worry about their well being. There has to be some ways we can try or see progress with students that are disengaged and their feelings are not regulated properly. Offering to fill their specific needs is crucial to doing this.
I think the acronym FIELD is a great start! For preschool, it can be absolutely amazing how differently a child can behave after their belly is full.
ReplyDeleteOne of the biggest take away that I think all people who come into contact with these students is that they need to make a connection, show they care, build a relationship before they are directing. So often, the kids that need the connection the most are the most difficult for example on the playground and school buses, but no real connection has been made between them and the people who are doing what they think is their best to keep everything under control. I loved the story of the bus driver and what a testament to every person that comes into contact with that kiddo has a chance to make a difference.
One of my preschool students is having a hard time with the transition to starting school. He recently turned 3 and started in our program. He is not diagnosed, but he may be on the autism spectrum. It is very difficult for him to transition away from his mom when she drops him off. He has never been away from his parents before (no daycare or other preschool or even a babysitter). One thing that resonated with me during this reading were the 5 keys to (re)connecting - specifically "feed them". In the special education field, we often use food as a motivator. Students will work for goldfish, cereal, etc. (I haven't done this a lot in my classroom, because I prefer to find other types of motivation.) I haven't thought much before about using food as our connection point. Moving forward with this student, I'm going to try offering food right away when he gets to school. This could really help us connect and help him regulate before he's ready to play and join in with his new classmates.
ReplyDeleteFor the students I’m most worried about right now, the strategies from Chapter six can definitely be applied and are important. I believe that by focusing on connection we make with the student first, rather than jumping straight to consequences or problem-solving we build the relationship and trust. I really appreciate and agree with the acronym FIELD: Feed them, show Interest in them, make Eye contact and say their name, Leave them never, and get Down on their level. It clearly lays out the steps for building trust and safety with our students. Using these strategies, as a School Counselor I can continue to work to create moments where students feel seen, valued, and supported. I can provide a safe space for them. Prioritizing connection in this way is an opportunity to help students feel understood and supported.
ReplyDeleteTo help the kids we are most worried about, I think we simply need to remember that even in uncomfortable situations, we are wired for it. We have the tools and the capacity to help those students if we connect and (re)connect with them. Remembering the 5 keys of (re)connection would be very beneficial in helping students. I’m sure as teachers, we engage in some of these keys to connection already, but maybe not in as meaningful of a way as we should be.
ReplyDelete1. Engage with the student more often. Do daily check-ins. Show genuine interest in the things they like to make that connection with them stronger.
2. Keep eye contact with the student. Let them see that you are genuinely interested in them and their well-being.
3. Get at their level. If the student is sitting, sit next to them. If they are criss-cross applesauce on the floor, sit criss-cross applesauce next to them. If they are sprawled out on the floor, sprawl out on the floor beside them. Make eye contact and be patient. Let them know you are there for them when they are ready.
4. Ask them what they need. Get them a drink. Get them a snack. I do this with my own children—when the lid has flipped, one of my first responses is, “Are you hungry? Do you need a snack?”
5. Stay with the kiddo. Whether they want you there, or whether they will talk to you or not, be present.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
ReplyDeleteOne of the biggest takeaways from this reading and how it can be applied to kids in the world right now is building that connection with them. Saying "hi, how are you?" each morning and "see you tomorrow" at the end of the day can go such a long way. Also, making it a priority to take time out of our day to talk with them, figure out their interests, things that are going on in their life right now because we might be the only person that these students feel safe opening up to. Getting on their level and showing them, I'm here with you instead of presenting with an authoritative stance can go a long way. Being on the same level as them will help them not only feel more comfortable but safer and more connected with us. A lot of kids these days deal with so many things and go home to those repeated patterns of feeling stuck, unsure, anxious, etc., which further shows the importance of continually building that strong rapport with these students as it can be that open door for them to realize that they do have an outlet of a safe space to be in.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
ReplyDeleteConnection, not only with the student but the parent/caregiver gives a better understanding of the situation. Finding the kids interest and building a relationship.
I think connection and relationships are the most important and make the biggest impact. Making those students feel seen, and it can be as simple as welcoming them into the class, saying their name, and just having conversations with them. Don't let them hide, make them feel welcome and that you notice them and want to get to know them. Show them that you are interested in their life outside of school. My favorite thing to ask students is what they do for fun or if they have a job, or anything they might be looking forward to.
ReplyDeleteThink about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
ReplyDeleteI believe showing interest in what they are interested in is critically important. This can spark such a great connection with kids. So much of the way they act is based on how they don't believe adults actually care about them. This can bust that up right away. I also believe if you can show up for them at a performance or activity can also be about the most impactful thing. There is nothing more powerful than giving a student your time!
I am most worried about my quiet students because they may struggle to express their needs, participate in group activities, or build connections with peers. From Chapter 6, I can apply strategies such as creating safe, low-pressure opportunities for them to share their thoughts, using choice-based activities, and observing closely to notice nonverbal cues. I can also provide consistent encouragement, model social interactions, and give them time to process before expecting a response. Small, scaffolded steps and personalized support will help these students feel seen, valued, and more confident in engaging with the classroom.
ReplyDeleteThink about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
ReplyDeleteThe student I am worrying about right now, has the invisible backpack on. There has been a change in their behavior and work ethic in class over the last few weeks. It is apparent to a few teachers and their parents. I think using the keys to reconnection can work with this student and I feel like I have a good start with some of them. We have similar interests that we have discussed in class, I can have those difficult conversations with them, and this student listens and engages in the conversation. The relationship is there, I just need to dig a little deeper into what is going on to cause this change in the classroom.
I worry about all of the students I have.. in different ways usually but there is always something. I truly feel the biggest thing we can do as teachers is get to know our students, go to their games, dance recitals, or whatever they are into to show you care about them. If you are unable to attend the events then show you care by asking them about what they are interested in. If they know that you care then they are usually willing to try anything for you in the classroom. I also believe that taking away a student's recess time generally has the wrong effect, they need that time to decompress and have a break and staying in to get work done or as a punishment does not let them have that break that is so needed some days.
ReplyDeleteWhen I think about the kids I’m most worried about, Chapter 6 reminds me that their behavior is usually a sign they’re struggling, not just trying to be difficult. Instead of reacting with consequences right away, I need to focus on helping them calm down and feel safe first. Building a stronger relationship with them checking in, listening, and showing them they matter can make a big difference. If they feel connected and supported, they’re more likely to trust me and be ready to learn.
ReplyDeleteI think connection is most important when it comes to the most troubled students. A lot of teachers get easily annoyed by the more troubled kids. I actually have very little trouble with these students. Instead of just kicking them out/ disciplining them every day, I do my best to create good rapport, that way they respect me. This boundary of respect I create, makes it easier to help and work with the child- it is very rare I run into trouble with them because they respect me too much at that point.
ReplyDeleteThere is a student in my study hall who is almost never in school. He has to have spent at least 60% of the spring semester in either ISS or OSS. When he is in class, he is defiant and disruptive to the point that our behavior facilitator is called in every class. By the time he gets to my room at the end of the day, he's usually in a pretty bad mood so I have to do a lot of damage control to make sure he doesn't start a fight. For this student, success looks like at least starting to do the assignment while not getting into any altercations. To help him achieve that, I provide gentle redirections if he is not on task. I will open up the assignment on his computer for him and tell him that I will be back in 5 minutes to check on him. If he is involved in a small altercation, I redirect the entire class in a neutral tone of voice. These two interventions have resulted in him being less abrasive to his classmates and at least pretending to get started on his work, which for this student, are both pretty big wins.
ReplyDeleteThink about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
ReplyDeleteAfter reading this chapter Carrington's FIELD acronym is a great tool to add to my teacher toolkit. One of my students that I worry about the most is a very shy and quiet student. At the beginning of the year he would hardly speak in class at all and when he did talk he was so quiet none of us could hear him with our classroom A/C unit on. He has really opened up to me throughout the year and I thought we were making great progress. He has been sick quite a few times since Christmas break and now it seems like he is going back into his shell again. I especially make a point to great all of my students as they enter and exit my room each day with their name and at the end of the day that get to choose their greeting with me. He usually will chose one that is not a hug but on extra hard days or after a long "break" for him when he has been "sick" he will give me a tight squeeze. On the playground he likes to swing a lot so I make a special point to stop and talk with him while he is swinging during my duty everyday and ask him about his cats. We have high school mentor students as our high school is connected to our elementary. I really think it would be beneficial for him to have a "big brother" to connect with him and play games with. At home he lives with just his grandma, mom, and sister. When he does get to see his dad or grandpa he tells me way in advance because he is lit up about it and is so excited. I'm hoping our behavior specialist can make this happen for him before the end of year.
There is a student this year who frequently throws a fit whenever there is writing to be done. He gets easily agitated at the first mention of writing. I have had to work hard to build the relationship with him first so that we can get past his mental "I can't do this block". I have definitely used the idea about showing interest in things they care about. We have had many conversations about Pokémon cards (which I knew nothing about until talking with him) but it gave us a topic to discuss and many of my questions prompted topics he deemed manageable to write about. I have also had those days with him that even the topic he loves isn't good enough. I have then had to go to the second idea of getting eye contact and say his name. When he is spiraling I have had to firmly say his name to get him to stop and look at me so I can tell him "you can do this, I believe in you, I am here to help, you don't have to do this alone". I have also used the be on his level, whether we are writing at the table or laying on stomachs on the floor or however he feels will work that day. I have not used the food option yet but will put that in my toolbox to try if need be. The last thought about proximity matters is absolutely true in this case as well. I will get him started writing and think he has a plan to do it independently but when he is at his low as soon as I walk away to help another student, the frustration sets in again. He needs that person there until the end to help him get through the tough moments.
ReplyDeleteI couldn't agree more that most of the time the kids that need the most love are the ones that are the hardest to reach. Where do you begin? How do I connect? In Chapter 6, the FIELD acronym isn't a fix all, but it's a wonderful way to start and to begin to gain that trust and knock those walls down. As a substitute, I have a short time to connect, but always wanting new ways to try.
ReplyDeleteThe students I currently worry about have trauma in their life and when they act up, it's so easy to instantly get mad at them and not understand why they are acting the way they are. I like the FIELD acronym that was introduced in this chapter. It is a great reminder of how educators should respond when a student is dysregulated. The word "connection" is now engrained into my brain after reading the majority of this book so far. I always pride myself on "building relationships, but I think I like the word "connection" even better. The students that I am currently worried about need connection(s) in the school setting. They need to know that they are safe and cared about. A matter of fact, this year we slowly integrated a student into a full school day and in the past, this student, had MAJOR behaviors that scared the staff and the students. So of course, this year's teachers, me being one of them, were hesitant about this child before we even got them. It is now almost April and this student is doing AMAZING! We have not witnessed any past behaviors and I whole heartedly believe it's because this student has a team of educators that has built a connection with them and cares for him daily. It is so good to see, makes me heart happy!!
ReplyDeleteThink about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
ReplyDeleteI worry about many of our kids in our schools these days. It is much different than when we grew up. I like the FIELD acronym that was used in this chapter. It is a reminder for me on ways I should be helping guide my students in the classroom and in our school. Each of our students needs to have someone build a relationship with them and make connections. You may not connect to each an every student in your classroom but hopefully there is a staff member in your building that can "connect" with that person. Having that someone to lean on or listen to is just as important for our students in our lives as it is in our adult lives.
Think about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
ReplyDeleteI worry about a lot of my students right now. I think using the information in chapter 6 can greatly help. Connection is key, specifically using the FIELD acronym. We never know what our student's home lives are like, but we can do are absolute best to make a connection with our students while they are with us. I was actually just speaking with the art teacher about this. One of our 1st grade students is having a really tough time. She is hitting, kicking, punching, and cussing out teachers as well as students. No one is really sure what is going on with her or why this is happening. These behaviors just started at the end of February. The art teacher has been giving this student special jobs during class, and we discussed if this was really fair to the other students who are always respectful and do the right thing for them not to have the opportunity to have a job. The art teacher said, "well, is it fair that this little girl has to go home every night and get yelled at and cussed out by her mom?" I thought she made a really good point. I think this little girl needs our connection and support more than ever, because we don't think she's getting much connection at home.
I have a great group of students this year. That said, I am always concerned about a few students in terms of their grades, social ability, and/or attendance/home life. I think the FIELD acronym from chapter 6 provides some fantastic suggestions for helping these students. In all honesty, I have never been one to provide food or snacks but I can see how this would form a connection. My wife (who also teaches in our school) has a candy bag that is popular with students and I can see the connections it helps form. I do consistently incorporate the other strategies from the FIELD acronym. I try to have a conversation even if briefly with every student at least once a week. We are a small school, so I know student interests pretty quickly and try to bring these up in conversation. When I hand back papers or have time to walk the classroom, I try to say student's names frequently. I also try to get down to eye level from a desk when answering questions. I think the "Leave the Never" strategy is a good one if a student is having a meltdown. I very rarely have classroom discipline issues, so thankfully, I have really not had to use this one as I really haven't had any classroom discipline problems in a long time.
ReplyDeleteFIELD is a great start. Building relationships and making connections is key. The kids I worry about are the kids that have such a wall built up that they don’t trust anyone and will not let anyone in to help them. I think the wall was built because kids got hurt by someone through words and/or actions so they are very wary about letting down their guard and trusting anyone and it will take a lot of time and patience to get these kids to trust you because they don’t trust anyone. And sadly, I don’t know if they will ever trust anyone.
ReplyDeleteI agree with many others when it comes to having a solid framework in place to guide us as we reconnect to kids who “Flip their Lids.” The acronym FIELD is easy to remember, along with the fact that as adults, these steps help us when we need to put our lids back on. When I think about students flipping their lids, I think of recess-this is a time when most disagreements and confrontations happen. The next time I see one of my students “Flip their Lid,” I’ll find a place for us to sit down, give them a few crackers, and ask them to tell me what’s going on (making eye contact & using their name). It’s my job to then stay with them until they calm down and are ready to either go in or go back to their recess activity. I think incorporating these steps into the things we do with our dysregulated kids will help them with their regulation skills as they continue their journey into other experiences.
ReplyDeleteTo help the students I’m most concerned about, I’ll focus on the FIELD steps to build trust rather than just managing their behavior. If a student is overwhelmed or checked out, I can start by meeting a simple need, like offering a snack, and then take the time to talk about what they actually care about outside of class. By getting on their level, using their name, and simply staying with them during hard moments, I’m showing them they aren't alone. As the chapter points out, a kid who feels invisible or stressed can't focus on schoolwork. Once they feel seen and safe in the room they are much more likely to engage with what we’re doing.
ReplyDeleteThink about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
ReplyDeleteThis year I have mainly been working with students who are having behaviors and how to overcome those behaviors. The FIELD acronym sticks out, because this is how I handle some of these situations. We know if basic needs aren't met, they won't be successful. Building that trust and once that trust is established on how to best help that student in that situation. If kids are feeling stressed or invisible, they won't be successful. Not leaving and showing them that we stay during those hard moments, will build that trust and relationship.
What I learned in Chapter 6 will be helpful in many ways. I am thinking about one student in particular who is very interested in football. That is a connection I will lean into. I will make an effort to use eye contact more frequently. I also need to remember to crouch down or sit at his level whenever possible. I can have more snacks readily available to help regulate. I will remember when he flips his lid to stay with him and work through it with him to the best of my ability. It's easier to regulate with someone. The fact that kids need their prefrontal cortex in order to regulate is a great reminder.
ReplyDeleteI have a few kids in my class this year that have been so challenging. I love the five keys to Connection that the author uses. Showing interest in things they care about. I have had to brush up my skills on pokemon cards and how fun it is to trade them. Attending a Kindergarten soccer match shows them that I care about them outside of school. I always use their names and get their eyes on me when talking with them about what they can work on and what they have done well that day. Talking with them while sitting in my chair, so that they our on my level is a great technique. I never thought of using food as a regulating strategy, but I plan to use it in the future. I also believe that it's important to be with my students when they are trying to make sense of hard things.
ReplyDeleteThink about the kids you’re most worried about in your world, right now. How can you apply what you read in Chapter 6 to help this kid?
ReplyDeleteI really like the 5 Keys of Reconnecting:
Feed them
Interest (show genuine interest)
Eye contact (get) and say their name
Leave them never-especially when they tell you to go away
Down on their level is where you want to be
I do a good job of being on their level and giving eye contact. I could work on the genuine interest. I value what they are doing, their comments and ideas. However, I could invest more in their favorite things. Like learning about their interests (minecraft, roblox, soccer, etc. ) and learning more about what they like about those things. Let them teach me about their world. It is hard as the day is so busy but I need to take time to do this more.
The students I worry about most are often the ones who are hardest to reach in the moment, those who shut down, disengage, or react in ways that can be easily misunderstood in a busy high school classroom. Even in a small school, we also have a separate building for “alternative” students, so I work with kids who are carrying a wide range of challenges both in and out of school. Furthermore, a key takeaway from the reading is that connection has to come first before learning or correction can be effective. Getting a student’s “heart” is about helping them feel safe, seen, and valued, while “taking names” reminds me that each student is a person, not just a behavior. In my history classroom, I also think about using historical figures or stories that might connect with certain students, but that only works when I truly know them well enough for those connections to be meaningful. That reinforces how important relationships are as the foundation for instruction.
ReplyDeleteIn addition, i love the FIELD acronym from the reading and how so many of those aspects ring true in helping these relationships and serves as an extremely helpful guide for those students I’m most concerned about, especially in moments when they are struggling or dysregulated. It keeps the focus on simple, intentional actions that build connection first instead of escalating the situation.