Paraeducators

TCASE3

15 Jul: New Content in Our Training Series!

321 Insight is committed to helping districts navigate the unprecedented levels of dysregulation (students and staff) that we will face upon the return to school this Fall 2020. Whether your district is re-opening buildings, starting off with only distance learning, or a hybrid approach, staff will need to gear mindsets toward understanding stress and regulation in themselves and others. It will be critical that they develop action steps to support trauma informed practices, in both distance learning and return to brick and mortar schools. In an effort to meet the needs of our clients for the upcoming school year, 321 Insight is excited to present new videos intended to offer training and support for staff in several key areas. In…

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06 Apr: The Structure of Being at Home

by Dr. Will Henson Educators across the country remain home at this time during the COVID-19 pandemic. Being at home brings up its own set of challenges in terms of how we structure our time, how we structure our kids’ time, and how we get things accomplished. In a typical week, structure is imposed from outside: we have a specific time to be at work, for the kids to be at school, for appointments, and so on. We can effectively run on autopilot, and get lost and distracted in the busyness of everyday life. Being home with no appointments, little structure, and few distractions brings up its own set of challenges.  In this post I want to talk a little bit…

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16 Mar: Educators – How to Talk About COVID-19

By Dr. Will Henson Talking to kids about COVID-19 This week more than 31 states (as of 3/16) have closed schools in response to the COVID-19 outbreak.  Educators may find themselves being asked questions from kids, either in school or at home with their own families.  Here are some ways to talk about how to talk to kids about COVID-19. Keep in mind that what, and how much you share should depend on the developmental age and readiness of the child.   Do talk to your students and children about the situation. Acting like it is not happening will only increase anxiety. They cannot help but notice that the world is in a state of upheaval – naming it, and recognizing…

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03 Mar: For Challenging Behaviors – Relationships are the Solution

by Dr. Will Henson I was recently consulting with educators about a student who had a lot of trauma. The student was having a lot of behavioral challenges commonly associated with students with adverse childhoods. After a while the teacher expressed frustration.  “I adore this kid. I’ve had him for two years. We have a great relationship. But I’m worried I’m not helping him. He still has challenging behaviors. He’s behind academically, maybe he would be better in a behavior program.”   This frustration is understandable. We pour so much time and effort into these students, and we want to know that we are making a difference. What I pointed out to this teacher is that the effort is the solution….

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18 Feb: More Effective Professional Development

by Dr. Will Henson This is Professional Development month here at 321insight, and our focus is on helping people get better at delivering professional development to their staff. When Dr. Skip Greenwood and I started 321insight, we had a specific vision in mind when it comes to professional development. First, we wanted to give people tools that made them more effective, right now.   To that end, we felt that the two+ hour-long trainings were a problem. That kind of time commitment is something few educators can do more than a couple times a year. This was especially important as we worked to develop material for paraeducators, who often had no extra contract time for professional development.  We settled on 5-10…

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04 Feb: Professional Development -Translating New Ideas to New Practices

by Dr. Rick Robinson Professional development is the practice of reflecting on our skills, and getting better at what we do. It is a common focus for educators who wish to continue to grow and progress in their expertise. Often, however, the process of reflection and change can be a lot more difficult than it sounds. It is extremely common to come away from a workshop or training with exciting ideas and goals, but then struggle to implement them effectively. Has this ever happened to you? Professor of Psychology and Economics from Carnegie Mellon University, George Loewenstein, Ph.D., coined the term “hot-cold empathy gap” that seems to offer a path forward for us in making professional development more effective. Dr….

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13 Jan: Self-Care & Wellness for Educators — On-Demand Webinar

January is ‘Educator Self-Care Month’ at 321insight! Join Dr. Will Henson to explore the importance of self-care for educators, and learn practical strategies to lead you to wellness. In this concise 20 minute on-demannd webinar, Dr. Henson stresses how educators must prioritize their own well-being to be the most effective they can be for students. In this presentation Dr. Henson points out “Self-care leads to wellness, and wellness leads you in the direction of mental, physical, emotional and spiritual fulfillment.” Follow along as he describes six important factors for self-care, and offers practical advice about how to implement self-care in your own life. Access the webinar here.

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17 Dec: Holiday Break Wellness

Holiday Break Wellness  by Dr. Will Henson Since I started working in the world of education, and especially since diving deep into trauma-informed practices, I have realized the importance of educator wellness.   Education is a relational business, one in which we don’t just bring our skills, but ourselves. We can’t fill the needs of students if our own cup is empty. Our ability to be whole and healthy is at the heart of how successfully we educate.   Despite what the holiday season is supposed to represent, it can often be synonymous with stress. You’ve got two weeks off! Let’s talk about how to use it.   Here are three tips for being well this season: If you can follow these…

Change your mindset!

09 Dec: Educators: Three Helpful Mindset Shifts

Educators: Three Helpful Mindset shifts More and more, educators are encountering challenging student behaviors. While we may be making progress in identifying students who need extra support, and providing services for these individuals, educators can still get in their own way when it comes to addressing challenging behavior. A lack of recognition about the way that Adverse Childhood Experiences influence behavior can lead to undesirable outcomes. Here are a few unproductive ways I sometimes hear educators use to try to resolve challenging behavior: What will he (or she) work for? This and other variations of thinking “we just need to find the right motivator” is an unreliable approach. Children with behavioral issues can not suddenly acquire the frontal lobe functioning…

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29 Oct: What Does Being “Trauma-Informed” Really Mean?

What Does Being “Trauma-informed” Really Mean? By Dr. Will Henson I was recently asked to consult on the case of a young man with fairly severe behavior issues.  When I arrived to meet with his school team, they described to me a student who had a substantial trauma history. I asked if they knew what Adverse Childhood Experiences (ACEs) were, and if they had been through trauma-informed training. The team said they had been through training, which consisted of a book study, and they felt that everyone was well-versed in trauma-informed practices. Then they handed me the student’s behavior plan. Nothing in the plan reflected trauma-informed interventions. None of the responses, none of the proactive strategies, and none of the…