THE STRESS MESS! Martha Kaufeldt, MA

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THE STRESS MESS!Martha Kaufeldt, Scotts Valley, CA

Fall Webinar Series: Begin With the Brain: Discovering “Brain-Friendly” Strategies to Maximize Student Success!

Webinar #1 Tuesday, October 22, 2019

Alaska Staff Development NetworkAlaska Council of School Administrators

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Martha Kaufeldt, MATeacher, Author, PresenterBegin With the [email protected]

Wendy Baron, MA

Teacher

Mentor/Coach

Co-founder NTC

Chief Officer, SEL

SEAD Consultant

n @MarthaKaufeldtn #TheStressMessn Begin With the Brain

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● Begin with the Brain: Orchestrating the Learner-Centered Classroom – 2nd ed. (Kaufeldt, Corwin Press, 2009)

● Think Big, Start Small: How to Differentiate Instruction in a Brain-Friendly Classroom (Gregory & Kaufeldt, Solution Tree, 2012)

● The Motivated Brain: Improving Student Attention, Engagement and Perseverance. (Gregory & Kaufeldt, ASCD 2015) See the book and read excerpts at the ASCD http://www.ascd.org/Publications/Books/Overview/The-Motivated-Brain.aspx

● Best Practices at Tier 1: Daily Differentiation for Effective Instruction Elementary and Secondary (Gregory, Kaufeldt, & Mattos, Solution Tree, 2015)

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Successful teachers keep the brain’s natural

learning abilities in mind.

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Begin With the Brain: The Stress Mess Alaska Webinar #1 Oct. 22, 2019

© 2019, Martha Kaufeldt, Scotts Valley, CA [email protected] 1


Fall Webinar Series: Begin With the Brain: Discovering “Brain-Friendly” Strategies to Maximize Student Success!

1. The Stress Mess2. Integrating Mindfulness Practices3. Experiences Build Brains: Make Connections and

Promote Engagement4. Use It or Lose It! Brains Need Active Processing!5. The Motivated Brain: Improving Student Attention and

Engagement6. De-Stress the Test: Preparing Students for High-Stakes

Assessments

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Which one represents how you are feeling right now?

A B C D E

Adapted from “TRIBES” by Jeanne Gibbs

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“Stress can be defined as the physiological response to the perception

of loss of control resulting from an adverse situation or person.”

—Jensen, E., Teaching with Poverty in Mind, (2009)

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• Stress is a natural, biological response to any intense physical, emotional or mental demand (perceived or real).

• Stress impacts our ability to think, regulate emotions and behaviors, focus attention, and make good decisions (executive functions).

• Overtime, chronic fear, anger, and hatred harms our immune system and key areas in our brains.

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Give-One-Get-OneStudents

(S)

Teachers(T)

Administrators(A)

You

(Me)

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Give-One-Get-OneInstructions:

– Jot down one typical stress for teachers, students, school leaders, and you (4 total).

– Stand up and find someone (not at your table), and share one of your ideas, and receive one from your colleague.

– Continue giving and getting ideas until you hear the chimes.

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FIGHT - FLIGHT- OR - FREEZE

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Fight = Acting out, aggression, bullying, defiant, critical, angry, disrespectful, oppositional, stubborn

Flight = Withdrawal, avoidance, hiding, sulking, lack of participation, closed body language

Freeze (and Fold) = Zoning out, sleeping, shutting down, disassociate, silence

*Physical, emotional, and psychological threats

Mind-Body Reactions to Threat*

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Perceived threats, stress, emotional upsets, isolation, and unpleasant physical environments trigger a “reflex response” and can minimize the brain’s capabilities to learn.

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Amygdala Hippocampus

ReflexResponse

R.A.S.

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Reflex Triggers:● Survival, dangerous situations ● Perceived threat● Physical safety and comfort● Old memories of danger and trauma● The unknown● Isolation and not being included● Chaos and confusion

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Stress & Perceived Threat = Reflex Response ● “Stress, excessive pressure, and perceived threat can temporarily

shut down enthusiastic motivation as our brains go into a default reflex response.”

● “This reflexive response takes over, and the executive, reflective brain functions are temporarily bypassed. When there is unmanageable stress, self-preservation takes over, motivation is reduced, and learning is minimized.”

The Motivated Brain – Gregory & KaufeldtASCD - 2015

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When responding to true danger or perceived threat, brains are less capable of:

nBeing creative.nRemembering and accessing prior

learning.nEngaging in complex tasks, open-ended

thinking, and questioning.nPlanning and mentally rehearsing.nCommunicating effectively.

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Eustress—Good Distress—Bad

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Student Experiences Associated with Stress Related to School

• Homework, rigorous instruction

• Anxiety about tests, being prepared, doing well

• Peer pressure, sports pressure

• Self-judgment & self-doubt: Will I be liked?

• Feeling different—not accepted

nBullying

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Lack of inclusion and social isolation

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“Contact Urge”Humans are social beings, and the need to connect is innate.

We crave inclusion.

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Anticipatory Anxiety

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n A third of our adolescents report feeling depressed or overwhelmed because of stress, and their single biggest source of stress is school. (American Psychological Association, 2014).

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Student stress occurs at all levels of the socioeconomic pyramid

“Urban Traumatic Stress Disorder" describes the problem among those living in poverty.

(Suburban? Rural?)

On the other end of the economic spectrum, students are under tremendous pressure to perform academically.

(Buffum, 2017)

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ADVERSE CHILDHOOD EXPERIENCES

TRAUMATIC BRAIN INJURY

FRACTURES BURNS DEPRESSION

ANXIETY SUICIDE PTSD

UNINTENDED PREGNANCY PREGNANCY

COMPLICATIONS FETAL DEATH

HIV STD'SCANCER DIABETES

ALCOHOL & DRUG ABUSE UNSAFE SEX

EDUCATION OCCUPATION

INCOMEINJURY

OPPORTUNITIES

MATERNAL HEALTH

MENTAL HEALTH

INFECTIOUS DISEASECHRONIC DISEASE

RISKY BEHAVIORS

EARLY ADVERSITY HASLASTING IMPACTS

Adapted from CDChttps://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/aboutace.html

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• Poor children are frequently exposed to more intense and longer-lasting stressors.

• Children in poverty generally have fewer coping skills.

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How can we help prevent the long-term effects of ACEs?

nReducing stressors in the classroom and instructionnBuilding responsive relationships (students,

teachers, parents)nStrengthening life skills (planning, self-control,

perseverance)nTeach and practice Mindfulness strategies

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https://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/aboutace.html


Stress Prevention:Safe & Secure Climate & Environment

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The Healthy Mind Platter

One way to use the platter idea is to map out an average day and see what

amounts of time you spend in each essential mental activity.

Seven daily essential mental activities to optimize brain

matter and create well-being

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§ Safe and secure § Socially§ Emotionally§ Psychologically

§ Inclusive and collaborative§ Known plans and expectations

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Body-Compatible PhysicalLearning Environment

• Physically comfortable

• Lighting

• Noise

• Air

• Basic needs

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InclusionA sense of belonging and having relationships with peers, teachers, and other adultsInclusion generates a sense of security and enhances the brain’s ability to learn.“I belong (and feel included) in this classroom.”

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Foster Healthy Relationships

● Orchestrate inclusion activities among students, so students get to know one another authentically.

● Integrate instruction to develop and practice social skills within the context of everyday lessons.

● Form “study buddies,” and use small group work to foster collaboration, problem-solving, and respectful communication amongst students.

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Self-Awareness and Self-Regulation Strategies● Breathing: Learning Core Breathing

● Focusing: Cultivating Sensory Perceptions

● Self-Reflecting:● Identifying Emotions● Positive Self-talk● Gratitude

● Calming Oneself:● Body Scan—Progressive relaxation● Healthy Distractions—In the moment

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n Incessant distractions make it hard to concentrate.

nHuge amount of information to take in, and to shut out.

n Simultaneous demands creates a feeling of inadequacy.

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CALMING Oneself ● Body Scan– Progressive relaxation

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“Take 5” Areas● Create a small space within the

classroom that can be a place for reflecting.

● Set standards and time limits (5 mins. with no questions asked …)

● Include a comfortable chair, lava lamp, timer, fidget toys, stuffed animals …

● Headphones for music, pictures to look it …

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Healthy Distractionsn Listen to music.n Relax and hang out with friends.n Go for a walk ... To the store? With the dog?n Play music for fun or do something artistic.n Enjoy your hobby.n Watch a movie—not a scary one!n Read a good book.n Help someone else! Do some chores!!!n Spend time with your pet … Hug your dog!

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Movement and Play

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Humor and Laughter● Gets the brain’s attention

● Releases endorphins—feel good

● Bonds us with others—inclusion

● Enhances retention

● Relieves stress and tension

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To Reduce Student Stress We Can…n Maintain a safe and secure classroom environment.

n Orchestrate a positive, inclusive learning community.

n Practice clear Classroom Management/Organization.

n Teach Mindfulness Practices.

n Build a Healthy Mind Platter: Includingn Play Timen Down Timen Time Inn Physical Movement 44

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THE STRESS MESS! Martha Kaufeldt, MA

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