Managing difficult behaviour with the brain in mind

Last week I attended a course hosted by Compass Seminars entitled Distressed or Deliberately Defiant. Dr Judith Howard presented from a research, neurobiological and personal perspective which was powerful and at times profound. Her book covers the content of the seminar and although I am going to share some of what I learned from Judith here, if you are interested I would recommend reading her book to get the big picture. 

The focus was on children who have suffered significant, chronic trauma that has caused neurological pathway differences due to an interruption in normal attachment development (WOW that was a huge mouthful!) 

Initially we looked at neurobiology and attachment theory so there was a basis for the discussion that followed. This was recommended as the approach we were to take if sharing with colleagues which I agree with completely, if we don't know what we are dealing with then we will struggle with implementation. The basics of this fit well with the magic brain by Glenn Capelli and the glitter jar concept that I have been working on lately with my class (with the exception that breathing is often not a good first strategy for these particular young people because they can't quite control that in the heat of the moment) - see below for some information and teaching ideas I have used with our class this year. 

The big take home neurologically is: when these kids kick off we are not dealing with someone choosing to behave badly, we are dealing with a brain stem and some disfunctional pathways and in that time and space there isn't reasoning, the cerebral cortex is offline because the brain stem is running the show! 

So really behaviour management at this time is about helping these kids find a safe place to calm down and supporting them to regulate first. When we are stressed we have two neurotransmitters going off- explosive adrenalin which spikes and abates and then the slower to rise and slower to drop cortisol... often we go in to 'talk' about the poor behaviour when the adrenalin has dropped off but the cortisol is still rising and so they then kick off again as they have not regulated properly yet. This all takes time and the key to success for these vulnerable young people is RELATIONSHIPS, RELATIONSHIPS, RELATIONSHIPS. 

Long term we are actually performing external brain surgery... we are aiming to rewire the brain, building strong positive pathways where there are only weak ones, if any at all. The strategy discussed at the seminar is quite similar to the one outlined in this blog post http://www.thedistractedmom.com/why-punishments-dont-work/ - yes it comes from a parent perspective about ADHD but the strategy is useful to consider and is in alignment with strategies shared by Judith. 

In addition to the strategy above some other aspects are as follows: 

• Ensure that the child has a mentor (not the classroom teacher) 
• Have a team that work together around the child... meet and talk to each other
• It is OK for you to have a bad day as a teacher, it is OK for you to ask for help 
• School policy needs to reflect that common practice behaviour management strategies may work for the majority but that for some the strategies we employ need to flexible so we can best meet the needs of the children concerned and ensure safety for other children and staff as well 
• These kids will test your love and care, they don't trust easily... they will push back... they will not make it easy but if they are giving you a hard time it is possible that this is actually a complement in a strange way, they think you are worth it to test the relationship 
• Reframing your own internal dialogue when working with these 'tough' kids is a really helpful, mentally healthy strategy 

The thing we need to come back to is that the science is there, and as Judith stated emphatically, we cannot afford to ignore it... the science can and should be informing our practice and what works for 80% of our kids is great but we need to ensure that we do what we can to support the 20% in ways that work for them. This relates to the at risk learners as well. 

SOME TEACHING IDEAS TO SHARE:
I am passionate about the human brain and how it works. It is fascinating and as a teacher I see this as vital to know as it can inform my practice and help my students become more self aware learners. 

This year I have had several sessions (not enough by far but it is a start) where we have worked through some 'stuff' about our brains. What I figure is if we have an awareness of how our brain might be working then we are better able to manage ourselves and if nothing else be more aware of our own behaviours so in time be better self managers. 

Now if you haven't seen this clip I recommend it, it doesn't take long and is useful for ourselves if nothing else. I have shown this to my class and played it again for individuals and they really get it (please note: our students are 7 years old). After watching this we spoke about how it felt when our glitter jar of emotions were all shaken up and how we can help to calm them down. I then used this analogy of the glitter jar and teamed it with Glenn Capelli's Magic Brain concept. 

Initially I drew this on the board as we talked about it and then later made the visual as a reminder for us going forward. There are three rooms in our Magic Brain: 

1. The blue thinking room- where we have heaps of choices and this is where heaps of our learning happens 
2. The glitter room of emotions (Glenn talks about this being the multicoloured room)- this is where our feelings are and when we are feeling big emotions or lots of emotions it can get pretty messy in here which makes it hard to the get to the door for the thinking room so we need to calm the glitter down 
3. The red room of limited choices- often when we are afraid or angry we end up in the red room where we really only have 2-3 choices... fight, flight or freeze, when we are in the red room we can't get to the thinking room very well at all (and this relates back to Judith's work around when the brain stem is engaged then the cerebral cortex is offline)... we need strategies to help us get from the red room, through the glitter room and up to the thinking room so we have got more choices 

It impressed me how the children seemed to understand this concept. So we moved from here and using the just breathe video as inspiration created this simple strategy for the class (and please note: this is for all students in the class but as stated earlier it doesn't necessarily work for all) 

This is here as a reminder for all of us to help when we get stuck in the glitter room of emotions and the red room of limited choices. It gives us a visual cue. The stop button is really helpful, when things are getting out of control the first thing we do is stop and if we can do that earlier rather than later then everyone benefits. For our disregulated children there needs to be an extra step and that is finding a safe 'place' to calm the adrenalin and cortisol down, then breathing and thinking before deciding on a course of action to remedy the situation... and as I said earlier, that takes time! 

So far these simple tools have had some positive effect for a few of the children in the class and as a teacher I need to model this more obviously as well. It isn't only the children that feel like their glitter jar is a bit shaken up from time to time :) 

Below are some poems I have also shared with our class when talking about the brain: 

My growing magic brain

Megan Gallagher

Guess what I have between my ears

That changes and grows all the time

It’s my magical wonderful brain

And it’s all mine, all mine, all mine

Trying things that are hard or tough

Helps connections grow

The more I try, the better I learn

And the more I get to know

So I will help my magic brain

Make links and learn and grow

By being kind and trying hard

And giving new things a go!

Growing and Changing

Megan Gallagher

Egg, caterpillar, chrysalis, butterfly

Changing and growing fast

My brain changes when I try

I practice to make it last

A seed becomes a plant or tree

Branches grow like brain connections in me

When I try and have a go

My brain connections will grow and grow

I keep trying and what do you know

I change and grow and change and grow

Growing and Changing 2

Megan Gallagher

A baby changes and learns a lot because they try and try again,

An egg becomes a butterfly by changing and then flying.

A seed becomes a giant tree by growing a little every day,

And I grow and change as well by trying when I learn and play.

The Game of School Pt 2

Last time I wrote I was talking about the Game of School and sharing what I consider to be some of the unwritten rules of the game which could be quite disheartening for some so I thought today I would offer some new rules that could change the game.

The game of school does not need to be about winners and losers. It does not have to be one size fits all. We do not have to learn or achieve in the same way.

So if we are to look at classrooms/schools as learning communities here are some possible new rules to replace those old school rules I spoke about last time: 

1. As part of our learning community you are important. It is important for us to get to know each other. I want to know what you are interested in learning about, what you love to do then we can find ways for your interests to be included in your learning programme. It is also important that we learn ways to work together in this shared space effectively so we can ensure everyone has the opportunity to learn... let's work together on this.
2. In our learning community knowing the conditions that you learn best in is important. Do you like bright lights or darker spaces? Do you enjoy reading and writing, drawing, presenting orally or some other way to share your learning? Do you like to go outside or stay inside to learn? Do you like to work with others or prefer to work on your own? Do you learn more often by watching or learn by doing? There will be opportunities and spaces for you to learn in your best way, and you will get really good at managing your choices when the conditions aren't ideal too. 
3. How are you feeling today? Our feelings can make a difference to how we behave and sometimes they can make it harder for us to learn. Knowing about our feelings and being able to express them in a positive way is valued in our learning community.... if you need someone to talk to remember that there are lots of people here who will listen including your teacher. 
4. We are all learners in this community. I am given the role of teacher because I know a bit about the brain and learning and things like that but I don't have all the answers. I look forward to learning with you. 
5. Learning doesn't stop when the bell rings... we are learning all the time. Everything we do changes our brain so when you are playing with your friends you are learning, when you are walking home from school you are learning, when you are at practices you are learning, when you are playing video games you are learning, when you are talking to your family at the dinner table you are learning... you get the picture. 
6. We can learn in so many different ways, sitting and writing silently is one way but not THE way. We can talk to learn so please ask questions and share your understandings with others. We can move to learn, I often find that some of my best ideas come when I am walking so if you need to have a little walk to help your brain think then get moving. Music can help us learn too, so if you want to put what you are learning to music or share your learning through a song then go for it. Some people like to draw to learn, if this helps you clarify your thinking or build new ideas then by all means draw to learn. If you like to write notes, stories, essays or maps to help you think and learn that is great too. Some people prefer to read to learn, others like to watch or listen. We might like different ways of learning at different times or for different topics... this is OK. Talk to your teachers about this and see if they can help. You will be given many opportunities to learn in lots of different ways so you can discover what works for you and develop skills you might not even know you have. 
7. My job as the teacher is to help you discover your talents and develop skills. Sometimes this will be really hard but don't worry, our brains like a challenge. Sometimes this means you might need to do things you don't like, that can happen but we will help as much as we can. What we will do to help is work with you to understand why learning this might be useful or important. We will work with you so we are all clear about what being successful in a particular skill might look like. People in your learning community will give you feedback as you go along and we will help you set goals for your learning as well. 

This is just a start of what I think the new rules of schools should look like. Putting the energy and emphasis on the learner and their needs whilst building a co-operative learning environment where the work we undertake is meaningful and purposeful. 

Much of what I have written is happening in the hearts and minds of educators and I believe there is an intent in the Modern Learning Environment movement to further enhance this. How can we move rules and expectations like this to sit above the old rules of school though? Perhaps part of the answer lies in where we choose to put our energy and focus, how we approach our role and how we talk about teaching and learning in our schools and communities.

On reflection I think we are moving forward. 

The Game of School

One of the problems with the game of school is that there are rules but I am not sure many students are actually told the real rules which makes it harder to win at this game. And it's a game that they haven't even chosen to play, they've just been nominated to play it by a system and by a social convention that I am not even sure has been proven to be correct. 

Recently I read an article (I can't remember what it was exactly) where the author questioned whether modern learning environments, national testing and use of technology were beneficial for student learning as they were largely untested in practice. (I know people are doing inquiries on these things and studying them but I could understand the author's intent) As I was reading this it occurred to me that putting children in 'school' for 'formal education' so they can 'become learned' starting at 5 years of age is largely untested in terms of improved outcomes for our modern children too. Nature however provides a plethora of evidence that learning through play and at developmentally appropriate times seems to be effective. But I digress... let's get back to the current game of school... 

Now I think it is unfair that we don't explain the rules so I will do my best to start a list, if you know any other rules that I have omitted please feel free to add them in the comments, it can be quite complex: 

1. Firstly sit down, sitting down is important... it shows that you are listening (I know your ears are what you hear through but apparently your gluteus maximus has a part to play too) 
2. Now talking is good at times when it is invited and you talk about the topic at hand, do not get distracted by something exciting happening outside or what might be happening in your own life right now. 
3. We have standards that you need to aspire to and should reach by the prescribed time, these are mostly in literacy and numeracy. If you do not reach these standards you are losing the game. (Word for the wise, there is not much of a lead in period to this, at the end of your first year you will be measured so make sure you measure up) 
4. If you are losing the game you may be offered extra help that you must take, this will likely be more literacy and numeracy so I hope that you like those areas of learning or this is going to be one very long game for you. 
5. Play is what you do at morning tea, after you have eaten your lunch (and you need to eat your sandwiches and fruit first even if your biscuits look really yummy) and after school once you have done your homework. 
6. Don't argue with those in power, you are not in power. Do as you are told and all will go well. If you please your teachers this game will be easier to win. 
7. Be good, it is good to be good. Be good as often as you can. Avoid being naughty or bad, that is not good. 

Technically if you win at this game you will be considered educated and equipped to play the game of life (yes a new game but if you are smart and/or lucky, this time you get to make some of the rules- choose wisely)

Please note:  teachers do not make all these rules but they are expected to enforce them and at times are punished by the media and those in positions of power if they don't. 

Also note: there are many other rules and regulations that you will learn in one way or another during your participation as a player in this game. Some of them will prove useful once you leave this game like being kind does make a difference and persistence can lead to great things for you, others less useful like you are a failure because you communicate better through pictures than words. Be discerning about the rules that you take away with you. 

Disclaimer: I am a teacher and I believe strongly in education and learning, I am proud of my chosen profession. I believe in childhood and developmentally appropriate learning opportunities. I believe in relationships based on trust and love being the foundation of great learning for all. I believe that we all have talents and school can be a great place to nurture our talents. I believe that literacy and numeracy are important as are the arts, health and wellbeing, engaging with nature, understanding people etc. I believe that school should be a safe place for our children, where they are accepted and appreciated. I believe that our students are wanting school to be a different game to the one we played when we were young, I won at that game, I was (and still am) a people pleaser... it isn't always a healthy thing. 

Image from: http://pixgood.com/hopscotch-chalk.html