Chapter Tools
  • Comfortable/uncomfortable chart
  • Muscle testing
  • Cross crawl
  • Teaching students to monitor their bodies so they can control their responses.
  • Educators can identify their own body tells and stay calmer
  • Plan for ADHD – what works best for them?
  • 10:00 eye position
  • Anxiety from the amygdala chart – identifying triggers (page 38)
  • Anxiety from the prefrontal cortex chart- using “if-then”
  • Strategies on page 42 to focus on learning and working memory of the prefrontal cortex
  • Embed perspective-taking into curriculum. (See appendix B)
  • Use ideas listed on page 70-73
  • Identify community service projects and give awards for that participation.
  • Give awards for volunteer activities (they do not get paid for these activities) such as caring for an older person, younger siblings, helping someone who is disabled, etc.  Ask each student for ways in which they help others and do not get paid.
  • Have the student body identify the “codes of right and wrong” they will use at school.  It is the beginning of a moral code.
  • Identify a “buddy” system.  Everyone has a buddy they check in with for six weeks.  Then they get a new buddy.  It is a dyad system and works to lessen social isolation.
  • Building a coherent story across time and context.
  • Two kinds of metaphor stories.
  • Identifying wounds and possible interventions. (Page 87-88)
  • Identifying toxic co-authors and replacing the co-author.
  • Helping a student turn a loss into a gain.
  • Using questions with students to have a better understanding (page 78)
  • Keep track of your own distress and pacifying behaviors. It will tell you about your HRV.
  • Identify your greatest sources of stress (page 128). Ask yourself if this will matter in 5 years? Will it matter in one year?  If not, drop it.
  • Keep your mirror neurons in check.  Remember that emotions are contagious and that failures and losses are also learning opportunities.
  • Use the vagus nerve exercises. (Pages 126-127)
  • Get enough sleep.
  • At least one hour a week, do something that takes your mind away from the now.
  • Females benefit from shared conversation. Males benefit from shared activities.
  • The implicit bias chart
  • Invitational language
  • Questions to help identify where the parent is emotionally.
  • The Karpman triangle for resolving emotional issues with parents.
  • The planning document for a parent teacher conference.
  • The process for developing a relationship with a parent and coming to a solution for an issue.