ESSDACK Resilience Quick Bites

Are your classroom refocus rooms actually helping students, or are they just a temporary fix for behaviors? In this episode of Quick Bites, Ginger Lewman and Eric Nachtigal from the ESSDACK Resilience Team dive into the science and intentionality required to make calm spaces truly effective.Why Some Refocus Rooms FailMany interventions are considered "late" because they address the behavior (the top of the iceberg) rather than the underlying unmet need or unsolved problem. To move beyond just responding to behavior, educators must focus on solving problems with the student rather than for them.The Brain Science of RegulationDrawing on the research of Dr. Bruce Perry and Dr. Ross Greene, this video outlines the essential steps to help a student move from their "downstairs brain" back to their "upstairs brain" where learning can happen.Key Takeaways for Teachers:Give Time to Regulate: When a student enters a refocus room, avoid immediate questioning. Allow them time to use tools like music or drawing to calm down first.Prioritize Co-Regulation: The supervising adult must remain regulated themselves to help the student find calm through proximity and shared breathing.Follow the Sequence: Use Dr. Bruce Perry's model: Regulate, Relate, and Reason. You cannot reason with a student until they are regulated and feel safe.Repair and Restore: Use restorative questions to discuss how to repair harm to the classroom community before the student rejoins the class.Prepare the Receiving Teacher: Success depends on the mindset of the staff member accepting the student back. A welcoming, regulated reception is critical for long-term change.Resources Mentioned:The Kids Who Aren’t Okay by Dr. Ross GreeneThe work of Dr. Bruce Perry on brain-based regulationThe book by Dr. Ross Greene that Eric references is called, "The Kids Who Aren't OK." Here's a link to resources you might like as you read this highly recommended resource. https://livesinthebalance.org/tkwaok/Join the Conversation:Does your school use refocus rooms? What strategies have you found most helpful for co-regulation? Let us know in the comments!Subscribe for more Quick Bites on resilience and trauma-informed education.

Unlock the power of resilience in your classroom by focusing on the transformative concept of joy. In this episode of "Quick Bites," Ginger Lumen from the ESSDACK resilience team explores why cultivating personal joy is the essential first step for educators to effectively support their students.Key Takeaways for Teachers:Self-Care as a Foundation: Just like putting on an oxygen mask first, educators must find a steady, safe space within themselves to better support their students.Joy vs. Happiness: Discover why joy is a durable, nervous system experience that can coexist with stress, unlike fleeting moments of happiness.The Physiology of Joy: Learn how joy regulates the body by deepening breath, steadying heart rates, and making the brain more flexible for learning and behavior.Widening the Window of Tolerance: Understand how intentional joy builds resilience, strengthening the brain’s ability to bounce back from challenges without becoming overwhelmed.Practical Classroom Application: Shared laughter, eye contact, and small moments of connection release regulating chemicals like oxytocin and serotonin in both teachers and students.Intentional Practices to Rewire Your Brain:Notice the Beauty: Take a moment to appreciate small, simple things, like a sunny dandelion or a perfect cup of coffee.Movement and Music: Use dancing or your favorite music to shift your state and find calm or energy.The Power of the Pause: When you find a joyful moment, soak it in for at least three seconds to begin rewiring your brain for resilience.Join the conversation: What are the small "golden nuggets" of joy you’ve noticed in your classroom lately? Share your experiences in the comments below!#TeacherWellbeing #ResilienceInEducation #TraumaInformed #SocialEmotionalLearning #JoyInTeaching #EducatorSelfCare

Are you struggling with a student who has intense behavioral challenges that compromise classroom safety? In this episode of Quick Bites, Ginger Lumen and Eric Nagal from the ESSDACK Resilience Team introduce RISE, an innovative alternative to suspension and expulsion designed specifically for elementary students.RISE stands for:RelationshipsInstructionSafetyEmotional Well-beingWhy RISE is Different:Supports Trauma-Informed Care: Many students struggling in the classroom have experienced trauma or ACEs (Adverse Childhood Experiences) that literally wire their brains differently. RISE addresses these unmet needs rather than just punishing behavior.Keeps Kids in School: Instead of sending a kindergartener or elementary student home through suspension, RISE provides a designated in-school space where they can stay on track academically while learning vital self-regulation skills.Skill-Based Learning: Students become "stress detectives" to learn about their brains, their amygdala, and the physical sensations that lead to big emotions like anger or fear.Family Partnership: The program includes daily communication with families and provides resources like the "Caregivers Compass" so the same strategies can be used at home.Restorative Integration: RISE uses a leveled system based on restorative practices to slowly reintegrate students back into their original classrooms with the skills they need to succeed.Currently focused on grades K–5, RISE is built on the research of Dr. Ross Greene, Dr. Bruce Perry, and Lori Desautels. It aims to wrap every child in safety, belonging, and dignity.Ready to transform how your school handles behavioral challenges?Click here to learn more about RISEContact the ESSDACK Resilience Team to learn how to bring the RISE program to your district.Subscribe and Like for more strategies to improve your school community!

Are you tired of seeing students repeat the same mistakes despite constant consequences? Traditional discipline often pushes students away, reinforcing the "shadow message" that they are "bad" rather than showing them they simply made a mistake.In this video, we explore the power of Esteemable Acts—a restorative practice designed to shift a student's identity from "the problem" to a valued, capable member of the classroom community. Instead of using punishment, we focus on providing opportunities for students to build skills, repair harm, and rediscover their intrinsic worth.What You’ll Learn:The Science of Identity: Why more consequences don't repair a student's self-image or change repeatable behaviors.Repairing Harm: How to move away from shame and toward accountability through connection.Practical Examples of Esteemable Acts:Assisting peers with academic tasks or mentoring younger students.Restoring damaged classroom spaces alongside a supportive adult.Contributing to the community through kindness notes or planning class activities.Preventative Strategies: Using these acts early to build positive neural connections and "fill a student's bucket" before behavioral challenges arise.Key Takeaway for Educators:"It’s the idea of instead of 'I'm bad,' I made a mistake and I can fix it". This empowerment preserves a student's belonging and teaches them essential conflict-resolution skills that many adults still struggle to master.Ready to try this in your classroom?Don't aim to make kids "earn back" their worth—use these strategies to remind them of the worth they’ve always had.Subscribe for more "Quick Bites" on restorative practices and brain-based teaching strategies!Blog post: https://www.essdack.org/tendingblog/when-consequences-dont-seem-to-work-esteemable-acts#RestorativePractices #TeacherTips #ClassroomManagement #StudentWellbeing #EsteemableActs #EducationReform #TraumaInformedTeaching #PositiveDiscipline

Stop the Cycle: How to "Catch Them Doing Right" in Your Classroom.📩 **Restorative Ripples Newsletter**[https://essdk.me/rr]🌱 **Restorative Practice Coaches**This year-long restorative practices cohort is the next step in your trauma-informed journey.[https://www.essdack.org/rpc]💡 **What does it take to get kids & families out of poverty?**[https://www.essdack.org/poverty-paradigm]Do you have a student who is constantly in trouble? Are you tired of the endless cycle of negative interactions? In this episode of Quick Bites, Eric and Ginger from the ESSDACK Resilience Team share a transformative strategy for shifting classroom dynamics: Catch Them Doing Right. It is easy to fall into the trap of only speaking to struggling students when they misbehave, but constant negative feedback can make a student feel like they don't belong. In this video, you’ll learn:The Power of Positive Ratios: Why building a "bank" of positive interactions is essential for relationship building and long-term behavior change. Beyond "Following Rules": How to look for specific positive behaviors in four key areas: Academic: Staying on task, taking risks, or asking thoughtful questions.Social-Emotional: Helping others, using kind language, or promoting fairness. Behavioral Habits: Being prepared, following through on responsibilities, and making smooth transitions. Leadership: Including others and respectfully reminding peers of expectations. Building Connectedness: How positive reinforcement improves safety and reduces crises by changing how students view themselves and how their peers view them.Stop focusing on the negative and start feeding the behaviors you want to see. When you call out the good, everyone is listening.Link to the flyer/poster: https://canva.link/9b7x4pj8of519wx

This video explores effective, neuroinformed strategies for educators to help students meet behavioral expectations through positive reinforcement and predictable routines.Summary for TeachersThe Power of Pre-correction: Rather than reacting to misbehavior, pre-correction involves setting students up for success by clearly stating expectations, modeling the desired behavior, and allowing students to practice before a transition or activity.1Neuroinformed Brain Science: Predictable routines and patterned, repetitive activities calm the nervous system and regulate the brain, making students more capable of following directions.2The STEADY Strategy: This structured approach helps maintain classroom order:S: Stop and focus to ensure you have students' attention.3T: Think and provide clear expectations or directions.4E: Engage and move around the room, as teacher presence improves behavior.5A: Act with positive non-verbals and encouragement.6D: Determine the timing (e.g., "we start in 30 seconds").7Y: "Yes!"—Notice and praise students the moment they meet expectations.8Positive Noticing: Educators are encouraged to "notice the heck out of" students when they do something right, even in small increments. This builds skills, strengthens connections, and releases dopamine, which keeps the student's brain in a state ready for learning.--Get your copy here: https://essdk.me/STEADY

Classroom Management: Strategies to Prevent Students from Talking Over You 🍎🏫Is your classroom buzzing with too much energy? Do you find yourself competing with multiple conversations, struggling to get through your lessons? In this video, we tackle a common and frustrating challenge: students talking over the teacher and each other. We’ll break down practical, actionable classroom management strategies to help you regain control and foster a more respectful, focused learning environment.This video covers techniques that go beyond just asking for silence. You'll learn how to implement clear boundaries, use effective attention-getters, and establish routines that encourage active listening and mutual respect among your students. Perfect for new teachers building their foundation and veteran educators looking for fresh ideas.

Tired of the "Blurts"? Here’s How to Get Your Students to Listen More (and Talk Less!) 🍎Does it ever feel like you're competing with a megaphone in your own classroom? You’re not alone. In this video, we tackle one of the most common teacher frustrations: student blurting and impulsive talking.We’re moving beyond just saying "shhh" and diving into strategies that build a culture of active listening and mutual respect. Whether you have a "Chatty Cathy" or an entire class of "Interrupting Chickens," these tips will help you reclaim your instructional time and lower your stress levels.In this video, you’ll learn:The "Why" Behind the Blurt: Understanding impulsivity vs. misbehavior.Clear Boundaries: How to define "important participation" with your students.Non-Verbal Magic: Using hand signals and "secret codes" to redirect without stopping your lesson.Incentive Systems: From "Blurt Buttons" to "Talkin' Tokens" that actually work.The Power of Wait Time: Why silence is your best teaching tool.Connect with us! Don't forget to SUBSCRIBE for weekly classroom management hacks and teacher self-care tips. Comment below: What is your #1 strategy for handling a chatty class?#ClassroomManagement #TeacherTips #Education #ActiveListening #StopBlurting #NewTeacherSupport #TeachSmart

Does telling a dysregulated student to "just take a deep breath" feel a little too kumbaya? 🧘‍♀️In this episode of Quick Bites, Ginger and Eric from the Resilience Team dive into why breathing and regulation go hand-in-hand. When a student is stuck in a high-stress "Fight, Flight, Freeze, or Fawn" state, their sympathetic nervous system is flooded with cortisol. You can't just tell a racing heart to slow down—but you CAN use the lungs to trick the brain into calming down.👇 In this episode, we cover:The "Parachute" Effect: How breathing activates the parasympathetic nervous system to bring kids back to baseline.The Power of the Body Scan: How to teach students to check in with their physical sensations (jaw, neck, shoulders) before a behavior escalates.Interrupting the ABCs: How noticing physical signs (like stiff fingers or a red face) can interrupt the Antecedent-Behavior-Consequence cycle.Real-Life Practice: Ginger shares a personal story of how recognizing her own body's stress signals at the dog park helped her self-regulate through movement.Whether you are teaching Pre-K or high school, understanding your body's physical warning signs is the first step to true emotional regulation.

In this episode of Quick Bites, we explore what it really means to prepare kids for their futures. If this work matters for who they are now and who they’re becoming, why wouldn’t we invite them in from the very beginning—and then give them space to lead alongside us? This conversation centers student voice, shared ownership, and the power that grows when young people are trusted as partners in shaping the world they’re learning to navigate.

Today, Eric will be sharing 5–6 solid, research-aligned strategies that consistently lead to positive outcomes. These are dependable, practical tools you can return to often! These are strategies that support both relationships and results!

In the world of resilience-building work, this might feel like a controversial perspective. And at the same time, it names a very real experience for those of us in the trenches—what we see, feel, and navigate every day with the young people and communities we serve.

We know that lost time during transitions adds up fast, eating away at your precious instructional minutes. In this episode of Quick Bites, the Resilience Team (Eric Nachtigal and Ginger Lewman) shares a game-changing Tier 1 strategy to make your classroom movement safe, efficient, and calm.Eric introduces his S.T.E.A.D.Y. framework—a neuro-informed approach backed by the concepts of Dr. Bruce Perry (patterned, repetitive activities calm the nervous system).Whether you are in elementary or secondary education, this strategy helps regulate students' nervous systems so you can get back to teaching.📥 Free Resource:Download the S.T.E.A.D.Y. Cheat Sheet here: [https://essdk.me/STEADY]👇 Teacher Talk:What is the hardest transition of the day for your class? From recess? To lunch? Let us know in the comments!Connect with the Resilience Team:[[email protected]]#ClassroomManagement #TeacherTips #EducationStrategies #NeuroInformed #InstructionalTime #QuickBites #TeacherLife #Resilience

How do you stay regulated when teaching feels overwhelming? Join the ESSDACK Resilience Team (Ginger & Eric) for a short, powerful Quick Bite on building emotional resilience through Personal Mantras.We discuss the concept of the "Enlightened Witness" and how remembering one supportive person in your life can change your entire mindset.Learn how to:Identify your "Safe Person" (Enlightened Witness).Extract the "I Am" message they gave you.Use that message as a shield against burnout and negativity in schools.Why this matters for educators: If you can anchor yourself in a truth like "I am enough" or "I deserve to be here," you can show up for your students (and yourself) with more patience and calm.Resources:Family Peace Initiative (Topeka, KS)Concepts from Alice Miller & Carl Jung👇 Question for you: Who is your person? Let us know in the comments (you don't have to name names, just drop a ❤️ if you have one).#TeacherResilience #SocialEmotionalLearning #SEL #MentalHealth #Education #TeacherTips #MindsetShift

In this episode of Quick Bites, Ginger Lewman and Eric Nachtigal tackle the "hardest hill to climb" in education: The difference between Punishment and Discipline. If you feel like students are "getting away with everything" or that traditional consequences aren't working, this episode is for you.We break down the Social Discipline Window (The Relationship Matrix) to help you identify your teaching style. Are you doing discipline TO your students, FOR your students, or WITH them?👇 In this episode, we cover:The Big 4: Defining Punishment, Consequences, Discipline, and Accountability.The Myth of "Sorry": Why you can make a kid say it, but you can’t make them feel it.The 4 Quadrants of Discipline:NOT (Neglectful): Low Expectation / Low Support.TO (Authoritarian): High Expectation / Low Support (The "Drill Sergeant").FOR (Permissive): Low Expectation / High Support (Doing it for them).WITH (Restorative): High Expectation / High Support (The Goal).Safety & Accountability: Why a student needs to feel safe before they can own their mistakes.Whether you are a secondary teacher tired of yelling "WALK!" in the hallway, or an elementary teacher prone to rescuing students, this framework will help you move from policing behavior to teaching resilience.🔗 Resources & References:Concept: The Social Discipline Window (Ted Wachtel)Subscribe to the Resilience Team for more Quick Bites!📢 Teachers, weigh in: Which quadrant do you naturally fall into? Are you a "TO" or a "FOR"? Let us know in the comments! 👇#ClassroomManagement #TeacherTips #SocialDisciplineWindow #RestorativeJustice #Education #QuickBites #StudentBehavior #Resilience

"Just let it go and let's do some math." We’ve all been there—trying to teach when a student is clearly dysregulated. But asking a child to push down stress often leads to more disruptions or shutting down completely.In this episode of Quick Bites, Ginger Lewman and Eric Nachtigal dive into Part 2 of Closing the Stress Cycle, specifically focusing on kids. We discuss why academic learning (math, ELA) is physically impossible when a child is outside their "window of tolerance" and how you can use "dosing regulation" to get them back on track.In this video, we cover:Why telling kids to "calm down" doesn't work without physiological support.Focused Attention Practices: Using movement and breathing (Dr. Lori Desatels’ strategies) to reset the nervous system.The difference between real social connection and social media/AI.Simple ways to incorporate regulation into your daily schedule without losing instructional time.🔗 Resources & References:Listen to Part 1 (Closing the Stress Cycle for Adults): [Link to Part 1]Dr. Lori Desatels (Focused Attention Practices)👇 Connect with us: If you found this helpful, please Like & Subscribe so we can reach more educators! https://www.essdack.org/resilience/home

Welcome back to Quick Bites with Ginger and Eric! Eric Nachtigal and Ginger Lewman take a quick bite out of a vital strategy for building resilience in kids and staff.Teaching is hard, and life is stressful! In this episode, Eric shares actionable ways that adults—especially educators—can effectively close the stress cycle to show up as their best, most regulated selves every day. These powerful strategies are not just for the classroom; they work in all aspects of your personal and professional life!Understanding Chronic vs. In-the-Moment Stress: Why it's crucial to be intentional about regulating your nervous system.The Top Two Regulators: Discover the power of intentional Movement and Breathing (like mindful breathing) to reset your body and mind.The Laughter & Social Connection Cure: How authentic social interaction and genuine Laughter can be a profound way to close the stress cycle.Embracing Creativity: Utilizing Hobbies and creative activities (like crafts, woodworking, or coloring) to reduce stress, regardless of your skill level.The Power of Tears: Why Crying is a natural and healthy way your body regulates itself and should not be avoided or apologized for.Prioritizing self-care is not selfish—it's essential for avoiding burnout and being present for your students, family, and friends. We are worth it, and so are the people we serve!➡️ Like, Share, and Subscribe for more quick, actionable resilience strategies! Share this episode with a colleague or friend who could use a stress-reducing tip today.#StressManagement #Resilience #SelfCare #TeacherWellbeing #QuickBites #MentalHealth #StressReduction #EducatorSupport

Ever felt like you're talking to a brick wall when a child is having a meltdown? 🤯 In this episode of Quick Bites, Eric Nachtigal and Ginger Lewman from the ESSDACK Resilience team dive deep into a common struggle for parents and educators: getting dysregulated kids to listen.We all want to help, fix, and solve problems immediately, especially when kids are struggling. But what if our words are actually making things worse? Discover why using "all the words" can be counterproductive when a child (or even an adult!) is in their "downstairs brain" – a state of fight, flight, or freeze where logic and language just don't register.Ginger shares profound insights, inspired by Dr. Vince Feletti (co-founder of the ACES project), on the surprising power of simply listening. Learn why silence, presence, and creating a safe space are the most effective tools to help someone calm down, process emotions, and eventually be ready to hear you.In this podcast, you'll learn:Why verbal commands often fail during meltdowns.The science behind the "downstairs brain" and why words don't work.The transformative impact of active, silent listening.Practical strategies for helping children (and adults) regulate and open up.The importance of being heard, seen, and valued for emotional processing.Stop talking, start listening! This Quick Bites episode will revolutionize how you approach challenging conversations and build stronger, more resilient connections.#ParentingTips #Education #ChildBehavior #EmotionalRegulation #ListenMore #QuickBites #AzdakResilience #KidsMeltdown #BrainScience #PositiveParenting #TeacherTips #CommunicationSkills #Mindfulness

If you're struggling to find time to help kids learn behavior skills, these Focused Attention Practices are just the ticket. 100 FoAP from Dr. Lori Desaultels https://revelationsineducation.com/100-focused-attention-practices/ Eric's slide deck of FoAP:https://docs.google.com/presentation/d/1T7lrvS7sjIcT2iNa_-Bav_qwhcqSotx_77cZ5IBoUWE/edit?usp=sharing

🔗 **Bridging to Resilience**cultivating connection and belonging for all[https://www.essdack.org/b2r26]📩 **Restorative Ripples Newsletter**[https://essdk.me/rr]🌱 **Restorative Practice Coaches**This year-long restorative practices cohort is the next step in your trauma-informed journey.[https://www.essdack.org/rpc]💡 **What does it take to get kids & families out of poverty?**[https://www.essdack.org/poverty-paradigm]---🤝 **Connect with the ESSDACK Resilience Team**🌐 [https://www.essdack.org/resilience]📘 [https://www.facebook.com/groups/ESSDACKresilienceteam]📧 [[email protected]]Welcome back to Quick Bites with Ginger Lewman and Eric Nachtigal from the ESSDACK Resilience team! In this episode, we're diving into a game-changing strategy for both educators and parents: **Focused Attention Practices (FAPs)**.Discover how these quick, intentional exercises – sometimes as short as 30-60 seconds – can help children (and adults!) regulate their nervous systems, move from "downstairs brain" reactions to "upstairs brain" responses, and create a ready-to-learn environment.Inspired by experts like Dr. Lori Desautels, we'll explore how simple breathing, movement, visualization, or even just holding a piece of gum, can activate the parasympathetic nervous system, reduce fight/flight/freeze responses, and expand everyone's window of tolerance.Learn:* **Why FAPs are essential** for managing classroom behavior and fostering positive family dynamics.* **When to strategically implement FAPs** throughout the day for proactive regulation.* **Examples of calming and energizing practices** to suit different needs.* **The "triple bonus" of FAPs**: increased regulation, expanded tolerance, and enhanced resilience!If you're struggling to find time to help kids learn behavior skills, these Focused Attention Practices are just the ticket. 100 FoAP from Dr. Lori Desaultels https://revelationsineducation.com/100-focused-attention-practices/ Eric's slide deck of FoAP:https://docs.google.com/presentation/d/1T7lrvS7sjIcT2iNa_-Bav_qwhcqSotx_77cZ5IBoUWE/edit?usp=sharing---#FocusedAttentionPractices #FAPs #Resilience #EmotionalRegulation #ClassroomManagement #ParentingTips #MindfulnessForKids #TeacherLife #StudentWellbeing #QuickBites #ESSDACK #SocialEmotionalLearning #SEL #DrLoriDesautels

This episode pairs beautifully with the episode all about Internal and External Resources. Except that today, we're talking about acute stress...the stress we feel when that kid is doing that thing. How can we lean into our Anchors/Resources so we can better respond instead of reacting? Friends, be sure you're following our blog, Tending the Field, which offers a different take in professional learning. Check out the stories that are shared there and discuss them with colleagues for delicious QuickBite Learning!

Stress is the reality for those of us living in America and working in this profession...whether that's education or another helping profession. Using our Internal and External Resources can help bring us back to calm in a quick and easy way.

We can intentionally connect older/younger students to increase connection in both kids. So what are some ways we might think about doing this? Join Ginger and Eric today as they talk about peer mentoring at the PK-12 level. Thank you so much for subscribing to this podcast! We are growing, reaching more educators, teachers, and classrooms. That is in large part due to you subscribing and building the algorithm that puts this podcast in front of others who might be interested. So thank you so much for your support. We are grateful!

This episode is part 3 of a 3-part series. We can't wait to hear what you are thinking about as you take a listen! Learn more about the Zones of Regulation: https://zonesofregulation.com/ Do you use emotional check-ins? How are you using them and what are you noticing about your community and individuals inside that community?

This episode is part 2 of a 3-part series. We can't wait to hear what you are thinking about as you take a listen! Check out First Five from our friends over at EdTomorrow! https://www.edtomorrow.com/today Do you use emotional check-ins? How are you using them and what are you noticing about your community and individuals inside that community?

This episode is part 1 of a 3-part series. We can't wait to hear what you are thinking about as you take a listen! Download this flyer for free that explains all about the power of the emotional check-in! https://essdk.me/poweroftheemotionalcheck-inDo you use emotional check-ins? How are you using them and what are you noticing about your community and individuals inside that community?

Today, let's talk about staff Co-Care...because we all know that self-care is a lie! Links mentioned: CoCare Calendar: https://ondemand.essdack.org/p/caremittments The Infinite Workday: https://www.microsoft.com/en-us/worklab/work-trend-index/breaking-down-infinite-workday Thank you so much for sharing this podcast with someone who would love it! We are growing, reaching more educators, teachers and classrooms. That is in large part due to you! Thank you for your support!

Classroom Expectations are important! How can I include my students in the process of establishing these expectations of how to be in our classroom community so they are invested and feel increased ownership?

Taking a breath is one of the easiest ways to pause and regulate. Whether we're up or if we're down, the type and rhythm of breathing matter! Check out this link for 17 different types of breathing patterns: essdk.me/breathe

This episode is all about using HALT as a way to quickly (self)assess what's going on when someone is dysregulated. And before we move forward with anything, get your HALT addressed first. Hungry, Angry, Lonely, or Tired.

Our bodies are smarter than we are. The central nervous system, including the vagus nerve, drives our bodies toward regulation and healing if we can learn to tune in and work with it. One of the first steps is tracking those internal sensations.

At times, every human being gets nervous or feels less than. And it shows up in ways we show up to events, situations, and relationships. Today, we're sharing a quick hack to get our bodies to trick our minds into feeling more confident!

Eric takes us through the idea of using Focused Attention Practices (FoAP), Community-Building Circles, Strengthening Relationships, and Anchor Charts to help teach/learn and use the various strategies.

Listen, Affirm, Respond, Ask questions The LARA strategy helps us Seek the Cause of situations that arise instead of just pushing forward. It's a powerful tool that helps others feel seen & heard in a moment of dysregulation or struggle. And it helps keep us clear and out of assumptions-mode when dealing with other humans. Learn more about LARA here: https://sparqtools.org/lara/

There are ways we can talk with other humans that open more productive dialogue, understanding, and, ultimately change. Today's episode is all about Non-Violent Communication and Honest Expression. NVC is a term that puts people on edge, but to learn more about what it is and how we can begin to use it listen in. Also check out this video (Nonviolent Communication: An Overview & Role-Play Demonstration) https://youtu.be/8b7NOYMuFCQ?si=_LGAN6ZnXAlstp0d&t=83 from the Florida Institute of Child Welfare to see it in action.

We've all done it. We see a kiddo do a thing and the words just come out of our mouths. Later, when we think on it, we know we could have done better, but we were just so shocked/angry/surprised in that moment! Today's episode is all about developing a pause button. Join us!

Every human, young or old, deserves to know at least one person is in their corner, no matter what. And while counselors, therapists, and social workers are vital in our communities (including schools), we know more than we think. Enter the Enlightened Witness. Read more here. https://medium.com/@OllyAlexander/your-enlightened-witness-660f41bcdeeb

In the classroom, to ensure your students are able to regulate their emotions, be respectful, learn, and "be in community" successfully with one another...they must feel safe in the classroom environment. This means the atmosphere and functioning of the classroom culture must be built on safety, belonging, and dignity...and I would throw in Hope, too!

Ginger and Eric jump into a simplified version of the 4DX process, which is a powerful way to move people who just aren't sure about this new approach to working with kids. Learn more about the actual 4DX process here.

Once we recognize that people are on the Compass of Shame, there are things we can do to help them, and finding our Enlightened Witness & the internal message they gave us is a beautiful way to help people push shame aside.

There may be several reasons why people lose their cool in situations, but more often than we might realize, it's because they've found themselves squarely on the Compass of Shame. When we work with adults and kids, we want to be able to recognize when the Compass has "entered the room" and how to help others off the Compass. Listen in and check out the following links for more! What Is… the Compass of Shame PDF handouts: The compass of shame The Nine Affects and the Compass of Shame

In today's classrooms where every student has a meaningful job where they are responsible for the wellbeing of an aspect of the classroom community, they will have a stronger sense of self-worth and community. If you would like to dig a little deeper into the benefits of classroom jobs and setting up a system for incorporating classroom jobs into your daily classroom engagement and management...check out this link about Classroom Jobs.

Ginger Lewman and Eric Nachtigal share some ideas about when to use academic circles as a way to increase community inside your classroom without losing instructional time. This is a must-hear quick bite, but if you want more of a meal around this topic, let us know!

Ginger Lewman and Eric Nachtigal share some ideas about when to use academic circles as a way to increase community inside your classroom without losing instructional time. This is a must-hear quick bite, but if you want more of a meal around this topic, let us know!

Both Eric Nachtigal and Ginger Lewman share the regulation strategy they always have in their pockets to use with kids, from age 4 - 94. Comment and let us know your go-to strategy!

Oh boy, we get it! Instructional time is always at a premium, K-12. This Quick Bite will help you figure out what's right for your kids, your content, and yourself.

No, we're not bashing old people in this episode. We're helping educators notch up their game. You don't have to be someone else. Just more of YOU! Ginger and Eric bring it all to the table today! Personalized Greetings with “Personality-Plus”

Check out the attached PDF to this episode! Eric and Ginger share a great beginner strategy with an extra "encouragement" kick for those who might appreciate it! Be sure to let us know what you've enjoyed or what we missed!