|
Molly
|
My big idea is that adults have to
discipline themselves before kids. It is so easy to go into the emotional
state when you are tired or frustrated, but staying calm is what works
better.
|
|
|
|
|
Megan
|
That was my big idea also. You need to
recognize the different states your brain can be in and try to be in the
executive state when handling disciplinary situations and even when things
come up in your personal life.
|
|
|
|
|
Kathy
|
My big idea is that the state of the brain
makes a difference in how we react to situations. Executive state it
is….
|
|
|
|
|
Ben
|
It was extremely interesting to learn that
many of the behaviors students exhibit are not because they are “bad kids”
but simply because they have not yet been taught how to cope with high
stress or difficult situations.
Another “take-away” was that every comment you make to students has
an immediate impact (positive or negative) so it is imperative that we
choose the words we use with them wisely.
|
|
|
|
|
Taylor
|
As a counselor and individual who often
tends to have to work harder than most to stay out of the emotional state…I
have always been a big believer in locus of control! I feel like CD takes
it to whole new level. It really resonated with me when Dr. Bailey
reflected on her own mother, who would recognize that she had worked
herself into a state and advise her to do something about it. Dr. Bailey
determined that she could change her inner state by becoming conscious of
it and owning it…and that is my big takeaway! I was also intrigued by the
developmental questions within each state of “Am I safe? Am I loved? What
can I learn?”
|
|
|
|
|
Katie
|
I was struck by the idea that before we
should expect students to exercise self-discipline and control, I have to
be in control! I recall a few times where I have exploded when I was in a
highly emotional state, and became angrier when students did not
immediately fix the problem. It’s hard to take the pause and control my own
emotions before responding; that’s something I’m definitely going to work
on. I understand from the first chapters now that every single behavior has
an underlying cause or need that is not met- the ‘iceberg’ metaphor. We
have to work on what’s below the surface before the behavior will change.
|
|
|
|
|
Val
|
We need to pause before we react. Teach the
students what you are expecting from them, because they might not know. Also,
that we need to understand that there could be other issues that the
behavior is tied--they do not just want to be mean to the teacher. Figure
out what is causing the behavior--SIT DOWN AND TALK TO THEM--
|
|
|
|
|
Darcy
|
My big takeaways were that we as adults need
to keep ourselves in a regulated executive state and understand that what
we say (even if we don't mean to be negative) may have a negative meaning
to the child. The other big take away I had was that the students may not
be exhibiting these behaviors because they are “bad” kids, maybe they
simply don't have the skills needed to respond to certain situations in an
effective manner. Also, relationships and connections are extremely
important and can make a difference in how the student perceives you in all
situations.
|
|
|
|
|
Dani
|
My big takeaway is that students are always
asking themselves “Am I loved?” and “Am I safe?”. If we all think about it,
those two things are very important to the students to be successful in
school. I also think that it is important for us to try to remain in our
executive state. We all know that sometimes it is hard to do because of
some of the things we face daily.
|
|
|
|
