Your Monthly News & Updates |
|
|
Anxiety and Dysregulation: Reaching, Teaching, and Supporting All Students |
|
What can teachers do to help keep a sense of calmness and well-being in classrooms? Particularly if students are disengaged and being disruptive? This month Christine Mason provides some unique steps designed to help teachers think through another way of approaching these difficult situations. See CEI’s related articles on Anxiety in December and January issues of HeartMind eNews. In other news this month, Olivia Michael offers information on research and resources for early childhood educators and parents that are provided by national federally-funded centers. In our final article, Maggie Bass addresses homelessness in the United States and the educational implications for students.
|
|
Acting Out, Anxiety, and Dysregulation with Students Who Are Difficult to Reach and Teach
Christine Mason, CEI Executive Director
|
|
In the past few months, I have described some general guidelines for ways that teachers can reduce their trauma and stress, as they also address the anxiety, trauma, and stress of students. This month we focus on how teachers might approach students who seem not to care, are struggling, or may even be combative.
Let’s begin with a scenario.
Assume you are teaching a fifth grader who just doesn’t seem to want to be in school. This student seems to be defiant, disrespectful, and unprepared to participate in your regular classroom activities. Let’s say that Thomas seems to have a very short attention span, is not turning assignments in, and his papers and desk or back-pack are disorganized. On first glance, he seems to be saying that he is not interested in and doesn’t care about school.
There’s more. Thomas is also openly combative, questioning your authority, and seemingly unwilling to cooperate in your academic setting.
What’s a Teacher to Do? ...
|
|
Unlock the Benefits of Early Childhood Research Centers: Why Parents and Educators Should Tap Into These Valuable Resources
Olivia Michael, CEI Research Assistant
|
|
Early childhood research centers are invaluable resources that provide essential information to parents and educators to help foster healthy development in young children. These centers offer research-based advice and guidance to help children receive the best possible start in life. Through their research, these centers bring together the latest findings from the fields of education, psychology, health, and more. This article highlights three early childhood research centers and the resources they offer.
The Center for Social and Emotional Foundations for Early Learning (CSEFEL) is dedicated to promoting young children's social and emotional development from birth to age five. CSEFEL provides a wealth of resources and research-based practices related to social and emotional development, covering topics such as promoting positive behavior, developing positive relationships between parents and children, and fostering social-emotional competence...
|
|
The Prevalent Youth Homelessness Concern
Margaret Bass, CEI Communications Specialist
|
|
The increasing prevalence of homelessness among students in recent years is a national public health and human rights crisis. Around 4.2 million youth between the ages of 12 and 24 may be experiencing housing insecurity, defined as not having the means or access to safe, stable, and adequate housing (United Nations OHCHR, n.d.; Scherer & Saul, n.d.).
Youth homelessness is a pressing concern that does not receive adequate attention on a national level. One in thirty adolescents face a form of housing insecurity, and 1 in 10 young adults experience a form of homelessness (Morton et al., 2017).
According to Safe Horizon (2020), youth experiencing homelessness may be
- Staying on the street or in public places
- Staying with friends or couch surfing
- Residing in a car and/or being forced to leave their home
- Living in a crisis/transitional shelter...
|
|
Upcoming Events and Announcements |
|
Living with Vitality and Hope Webinar
Watch the recording from this informative webinar here.
|
|
National Indian Education Association Listening Sessions
Your voice matters. Join sessions on March 15 or March 30 to provide input into better understanding the implementation of The Whole Child Approach Models in our Native communities. How can schools provide more meaningful experiences for Native American youth? What changes could help further the sense of well-being, happiness, and success for our youth?
The sessions will be led by Melanie Johnson, a member of the Sac and Fox Nation of Oklahoma and Director of the Whole Child Initiative at NIEA, and Dr. Christine Mason, educational psychologist, adjunct clinical professor at Yale University, and author of six recent books on education, leadership, and compassionate heart centered learning.
|
|
Book Special
30% off!
Scan or click below to shop.
|
|
Check Out Our E-Books, too!
|
|
Educating Mindfully - Resource Showcase
Thursday, March 9
10:30 - 11:00 CT
|
|
You are also invited to join the HeartMind Community to receive discounts on publications and workshops, networking opportunities, and special offers for virtual consultations and additional resources from the Center for Educational Improvement.
|
|
Editor: Lauren Kiesel. Co-Editor: Meghan Wenzel |
|
CENTER FOR EDUCATIONAL IMPROVEMENT
|
|
|
|
|
|
|
|
