Lindsay’s Reviews > Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners > Status Update

Responsibility
-brain breaks, teaching upstairs and downstairs brain, brain tools(not toys)
—disregulation: a reset — what are my expectations for you during this time? What will/should I see you doing? What will you look like? What will I see you doing at the end of this time?

Responsibility
— students need to learn self-accountability (restorative justice questions) when wrong choices are made
— kids thrive in predictability and routine, working in upstairs brain
— classroom or school jobs - water plants, pass out papers, calendar manager, etc
— when a child needs a relationship intervention, sometimes a responsibility is needed first

Relationships—
Name
Getting to know kids
Get to know what they need
Whisper wishes - my wish for you today is… and to check to see if wish was granted. Can be individual or in small groups

Some takeaways:

You are the resource!
What are the unmet needs? Be a sleuth. Regulation, Relational, physical, control