This course focuses on using best practices in brain science to support studnets in the classroom.
March 5: Can't Fight Physiology: Basic needs are addressed in the classroom to gain better understanding of how lack of basic needs presents as behaviors. (Standards 1, 4, & 9)
March 12: Sensory Systems in the Classroom: Learn about sensory inventories and how to create a culture of classroom emotional regulation. Discussion on the importance of understanding how the sensory system is tied to stress response systems. (Standards 1, 4, 5, 6, & 9)) 3/19: Dose Regulation: Dig deeper into how to dose emotional regulation in a proactive approach to addressing student stress. (Standards 1, 4, 5, 6, & 9)
March 26: Building Safe and Connected Relationships: Focus on evaluating relationship building strategies for the toughest kids. (Standards 1, 2, 4, 5, 6, & 9)
April 2: Supporting Students Through Feelings: Looking at their own blueprints around feelings participants will discuss supportive strategies for helping students navigate big feelings. (Standards 1, 2, 3, 5, 6, 7, 8, 9, & 10)
April 9: Money in the Bank: Discussion on this strategy and how it applies to all relationships within the education system; and how to individualize this strategy with the toughest students. (Standards 1, 2, 3, 5, 6, 7, 8, 9, & 10)
April 16: Parents and Caregivers: Session on how to explore barriers in connecting with parents and caregivers. Discuss how these relationships enhance the educational system. (Standards 1, 2, 3, 5, 6, 7, 8, 9, & 10)
April 23: Discipline and Behavior - Discussion on what schools currently do in this arena and how to move to a more science-based approach addressing stressed behaviors through connection/relaJionship. ((Standards 1, 2, 3, 5, 6, 7, 8, 9, & 10)
April 30: Your Own Journey: Session allows participants to focus on themselves and their own wellness and resilience. (Standards 1, 2, 3, 5, tr_ 7, 8, 9, & 10)
May 7: Review:·Highlight previous sessions to allow to reflection on what's working and what's not. Discuss current stressors and ideas to help move through those stressors. (Standards 1, 2 3, 5, 6, 7, 8, 9 & 10)
