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THE STRESS MESS!Martha Kaufeldt, Scotts Valley, CA
Fall Webinar Series: Begin With the Brain: Discovering “Brain-Friendly” Strategies to Maximize Student Success!
Webinar #1 Tuesday, October 22, 2019
Alaska Staff Development NetworkAlaska Council of School Administrators
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Martha Kaufeldt, MATeacher, Author, PresenterBegin With the BrainMartha@beginwiththebrain.com
Wendy Baron, MA
Teacher
Mentor/Coach
Co-founder NTC
Chief Officer, SEL
SEAD Consultant
n @MarthaKaufeldtn #TheStressMessn Begin With the Brain
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● Begin with the Brain: Orchestrating the Learner-Centered Classroom – 2nd ed. (Kaufeldt, Corwin Press, 2009)
● Think Big, Start Small: How to Differentiate Instruction in a Brain-Friendly Classroom (Gregory & Kaufeldt, Solution Tree, 2012)
● The Motivated Brain: Improving Student Attention, Engagement and Perseverance. (Gregory & Kaufeldt, ASCD 2015) See the book and read excerpts at the ASCD http://www.ascd.org/Publications/Books/Overview/The-Motivated-Brain.aspx
● Best Practices at Tier 1: Daily Differentiation for Effective Instruction Elementary and Secondary (Gregory, Kaufeldt, & Mattos, Solution Tree, 2015)
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Successful teachers keep the brain’s natural
learning abilities in mind.
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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019
© 2019, Martha Kaufeldt, Scotts Valley, CA Martha@beginwiththebrain.com 1
solution-tree.com | 888.763.9045
Fall Webinar Series: Begin With the Brain: Discovering “Brain-Friendly” Strategies to Maximize Student Success!
1. The Stress Mess2. Integrating Mindfulness Practices3. Experiences Build Brains: Make Connections and
Promote Engagement4. Use It or Lose It! Brains Need Active Processing!5. The Motivated Brain: Improving Student Attention and
Engagement6. De-Stress the Test: Preparing Students for High-Stakes
Assessments
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Which one represents how you are feeling right now?
A B C D E
Adapted from “TRIBES” by Jeanne Gibbs
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“Stress can be defined as the physiological response to the perception
of loss of control resulting from an adverse situation or person.”
—Jensen, E., Teaching with Poverty in Mind, (2009)
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• Stress is a natural, biological response to any intense physical, emotional or mental demand (perceived or real).
• Stress impacts our ability to think, regulate emotions and behaviors, focus attention, and make good decisions (executive functions).
• Overtime, chronic fear, anger, and hatred harms our immune system and key areas in our brains.
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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019
© 2019, Martha Kaufeldt, Scotts Valley, CA Martha@beginwiththebrain.com 2
Give-One-Get-OneStudents
(S)
Teachers(T)
Administrators(A)
You
(Me)
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Give-One-Get-OneInstructions:
– Jot down one typical stress for teachers, students, school leaders, and you (4 total).
– Stand up and find someone (not at your table), and share one of your ideas, and receive one from your colleague.
– Continue giving and getting ideas until you hear the chimes.
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FIGHT - FLIGHT- OR - FREEZE
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Fight = Acting out, aggression, bullying, defiant, critical, angry, disrespectful, oppositional, stubborn
Flight = Withdrawal, avoidance, hiding, sulking, lack of participation, closed body language
Freeze (and Fold) = Zoning out, sleeping, shutting down, disassociate, silence
*Physical, emotional, and psychological threats
Mind-Body Reactions to Threat*
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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019
© 2019, Martha Kaufeldt, Scotts Valley, CA Martha@beginwiththebrain.com 3
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Perceived threats, stress, emotional upsets, isolation, and unpleasant physical environments trigger a “reflex response” and can minimize the brain’s capabilities to learn.
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Amygdala Hippocampus
ReflexResponse
R.A.S.
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Reflex Triggers:● Survival, dangerous situations ● Perceived threat● Physical safety and comfort● Old memories of danger and trauma● The unknown● Isolation and not being included● Chaos and confusion
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Stress & Perceived Threat = Reflex Response ● “Stress, excessive pressure, and perceived threat can temporarily
shut down enthusiastic motivation as our brains go into a default reflex response.”
● “This reflexive response takes over, and the executive, reflective brain functions are temporarily bypassed. When there is unmanageable stress, self-preservation takes over, motivation is reduced, and learning is minimized.”
The Motivated Brain – Gregory & KaufeldtASCD - 2015
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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019
© 2019, Martha Kaufeldt, Scotts Valley, CA Martha@beginwiththebrain.com 4
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When responding to true danger or perceived threat, brains are less capable of:
nBeing creative.nRemembering and accessing prior
learning.nEngaging in complex tasks, open-ended
thinking, and questioning.nPlanning and mentally rehearsing.nCommunicating effectively.
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Eustress—Good Distress—Bad
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Student Experiences Associated with Stress Related to School
• Homework, rigorous instruction
• Anxiety about tests, being prepared, doing well
• Peer pressure, sports pressure
• Self-judgment & self-doubt: Will I be liked?
• Feeling different—not accepted
nBullying
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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019
© 2019, Martha Kaufeldt, Scotts Valley, CA Martha@beginwiththebrain.com 5
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Lack of inclusion and social isolation
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“Contact Urge”Humans are social beings, and the need to connect is innate.
We crave inclusion.
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Anticipatory Anxiety
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n A third of our adolescents report feeling depressed or overwhelmed because of stress, and their single biggest source of stress is school. (American Psychological Association, 2014).
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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019
© 2019, Martha Kaufeldt, Scotts Valley, CA Martha@beginwiththebrain.com 6
solution-tree.com | 888.763.9045
Student stress occurs at all levels of the socioeconomic pyramid
“Urban Traumatic Stress Disorder" describes the problem among those living in poverty.
(Suburban? Rural?)
On the other end of the economic spectrum, students are under tremendous pressure to perform academically.
(Buffum, 2017)
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ADVERSE CHILDHOOD EXPERIENCES
TRAUMATIC BRAIN INJURY
FRACTURES BURNS DEPRESSION
ANXIETY SUICIDE PTSD
UNINTENDED PREGNANCY PREGNANCY
COMPLICATIONS FETAL DEATH
HIV STD'SCANCER DIABETES
ALCOHOL & DRUG ABUSE UNSAFE SEX
EDUCATION OCCUPATION
INCOMEINJURY
OPPORTUNITIES
MATERNAL HEALTH
MENTAL HEALTH
INFECTIOUS DISEASECHRONIC DISEASE
RISKY BEHAVIORS
EARLY ADVERSITY HASLASTING IMPACTS
Adapted from CDChttps://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/aboutace.html
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• Poor children are frequently exposed to more intense and longer-lasting stressors.
• Children in poverty generally have fewer coping skills.
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How can we help prevent the long-term effects of ACEs?
nReducing stressors in the classroom and instructionnBuilding responsive relationships (students,
teachers, parents)nStrengthening life skills (planning, self-control,
perseverance)nTeach and practice Mindfulness strategies
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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019
© 2019, Martha Kaufeldt, Scotts Valley, CA Martha@beginwiththebrain.com 7
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Stress Prevention:Safe & Secure Climate & Environment
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The Healthy Mind Platter
One way to use the platter idea is to map out an average day and see what
amounts of time you spend in each essential mental activity.
Seven daily essential mental activities to optimize brain
matter and create well-being
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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019
© 2019, Martha Kaufeldt, Scotts Valley, CA Martha@beginwiththebrain.com 8
§ Safe and secure § Socially§ Emotionally§ Psychologically
§ Inclusive and collaborative§ Known plans and expectations
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Body-Compatible PhysicalLearning Environment
• Physically comfortable
• Lighting
• Noise
• Air
• Basic needs
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InclusionA sense of belonging and having relationships with peers, teachers, and other adultsInclusion generates a sense of security and enhances the brain’s ability to learn.“I belong (and feel included) in this classroom.”
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Foster Healthy Relationships
● Orchestrate inclusion activities among students, so students get to know one another authentically.
● Integrate instruction to develop and practice social skills within the context of everyday lessons.
● Form “study buddies,” and use small group work to foster collaboration, problem-solving, and respectful communication amongst students.
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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019
© 2019, Martha Kaufeldt, Scotts Valley, CA Martha@beginwiththebrain.com 9
solution-tree.com | 888.763.9045
Self-Awareness and Self-Regulation Strategies● Breathing: Learning Core Breathing
● Focusing: Cultivating Sensory Perceptions
● Self-Reflecting:● Identifying Emotions● Positive Self-talk● Gratitude
● Calming Oneself:● Body Scan—Progressive relaxation● Healthy Distractions—In the moment
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n Incessant distractions make it hard to concentrate.
nHuge amount of information to take in, and to shut out.
n Simultaneous demands creates a feeling of inadequacy.
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CALMING Oneself ● Body Scan– Progressive relaxation
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“Take 5” Areas● Create a small space within the
classroom that can be a place for reflecting.
● Set standards and time limits (5 mins. with no questions asked …)
● Include a comfortable chair, lava lamp, timer, fidget toys, stuffed animals …
● Headphones for music, pictures to look it …
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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019
© 2019, Martha Kaufeldt, Scotts Valley, CA Martha@beginwiththebrain.com 10
solution-tree.com | 888.763.9045
Healthy Distractionsn Listen to music.n Relax and hang out with friends.n Go for a walk ... To the store? With the dog?n Play music for fun or do something artistic.n Enjoy your hobby.n Watch a movie—not a scary one!n Read a good book.n Help someone else! Do some chores!!!n Spend time with your pet … Hug your dog!
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Movement and Play
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Humor and Laughter● Gets the brain’s attention
● Releases endorphins—feel good
● Bonds us with others—inclusion
● Enhances retention
● Relieves stress and tension
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To Reduce Student Stress We Can…n Maintain a safe and secure classroom environment.
n Orchestrate a positive, inclusive learning community.
n Practice clear Classroom Management/Organization.
n Teach Mindfulness Practices.
n Build a Healthy Mind Platter: Includingn Play Timen Down Timen Time Inn Physical Movement 44
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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019
© 2019, Martha Kaufeldt, Scotts Valley, CA Martha@beginwiththebrain.com 11
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