“ inside-out ” work that heals and develops social-emotional intelligence . How can we teach what we do not embody ? There is authenticity required before creating a TI school or TI classroom . If we are not embodying it , then we cannot bring it into our classroom .
What is imperative is that we recognize our own triggers . We have to explore and examine those triggers in order to heal , so that we show up more whole to our work . Often ,
14 Leadership
the way we behave is a result of our triggers and trying to avoid them .
So whatever is triggering , then that ’ s where you want to start to explore . Why is that a trigger for you ? Where does it stem from ? Where do you feel it in your body ? This connects to neuroscience as we look at the amygdala in the brain , which is basically the reactivity center . To put it simply , it governs your sense of emotional balance . If you can have less reactivity , then the better you are at being more balanced and present – a calming presence in your classroom , in your school , in your life .
So , students are coming to school with trauma . What can we do ? Research shows the following are common triggers for students , along with some trauma-informed responses :
• Unpredictability . Students who have suffered chronic trauma seek predictability , that is why school can feel like a good place for them . It is often predictable , but our classrooms are not when there is poor classroom management . Quality classroom management – along with school-wide norms and expectations that are followed by all staff – supports a predictable environment .
• Transitions . Classroom transitions are deeply significant , and we know this is connected to “ unpredictability .” Often we see teachers explain directions while kids are moving . That ’ s when disruptive behavior starts because they are trying to navigate their safety . It is imperative that teachers make students aware of what the day ’ s session will involve . Remind students of what is coming next , and have a smooth transition from one activity to the next , such as warning students “ there are two minutes left , and then we will …”
• Sensory overload . This connects tightly with the above two . Overall , students get too much stimulus that is unpredictable . For example , kids are experiencing a variety of behaviors from other students in the classroom , due to a lack of teacher-control . That results in emotional sensory overload ( distressing ) and the possible feeling of a threat to physical safety .
• Feeling disrespected / called-out . Students seek safety and respect from caring adults . It is critical to not put a student “ on the spot ” or create a situation where he / she can feel shame or embarrassment . It is best to pull a student aside and be discreet , use a caring tone when correcting , and give time for the student to self-correct , so he or she feels empowered and autonomous , i . e . “ more in control .”
• Confrontation . Confrontation – verbal or proximal – immediately threatens a student ’ s sense of safety , especially if trusting an adult is already an issue . First , verbally ,