Paraeducators

Blog-COVID-19.001

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…

shutterstock_698025

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….

shutterstock_760913608

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…

shutterstock_424953871

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….

Screen-Shot-2020-01-13-at-10.15.07-AM

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.

d-a-v-i-d-s-o-n-l-u-n-a-2gSfZ9Baph8-unsplash

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…

Frustrated boy

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…

Screen-Shot-2019-09-16-at-12.22.48-PM

17 Sep: Personal & Professional Boundaries: Self-Disclosure

By Dr. Will Henson In writing our Personal and Professional boundaries video for the ParaSharp© series, we outlined several important boundaries educators needed to be aware of. One that needs some important discussion as the school year gets started is maintaining healthy boundaries around self-disclosure. Self-disclosure is talking and sharing information about yourself.  Here are some things to remember to keep self-disclosure healthy and helpful to your students: The Headline Rule: Before you disclose something, think about how it might sound as the headline on tomorrow’s newspaper. Imagine that you tell students that since you are an adult you drink beer and think this is okay. The headline might read “Mrs. Smith Defends her Drinking Habit.” The Political Campaign Rule: Before you disclose something, imagine you…

06 Jun: End of Year Transition Strategies for Students with ACES

Year End Transition Strategies for Students with ACES by Dr. Rick Robinson I have visited a number of schools over the last month, collaborating with them on their implementation of trauma informed practices, or a “Culture of Care.” Teams have been working hard to both consolidate progress that has been made this year, and to outline next steps for the coming school year and the strategies they will use to implement them. Importantly, regardless of the specific strategies that are adopted, we think predictability and relational safety are the pillars upon which a Culture of Care rests, and provides the overall sense of well-being and safety students need to optimally develop. It is inspiring to hear stories from educators regarding…