Sunday, October 8, 2017

Understanding Attachment

Okay... so what's "attachment"? Well, it's how you attach to, or connect with relationally, other people. It all begins with your caregivers, who are generally from the start, your parents. Research says that your attachment style is solidified by the time you are 2-3 years old, and that this style stays with you for the remainder of your life. Can it change? Absolutely - but it's not easy. Changing an unhealthy attachment style can take years of very hard work. 

What's healthy attachment? What it comes down to, is that a person you love (let's say, your mother) can disappoint you or hurt you, but you can still love them dearly despite your negative feelings towards them. The healthy attachment is there. It means seeking out the individual you have healthy attachment towards when you need something (ex: searching for your dad at the park after you fall down and hurt yourself rather than running to a stranger for comfort). 

Okay... so what's unhealthy attachment? Why does it matter that I know this as a teacher? Unhealthy attachment styles can show up in a variety of ways. Depending on what source you read (I have learned about attachment styles and disorders from Bowlby and Ainsworth, who coined the term "attachment theory"), there are 3 types of unhealthy attachment. This matters to you as an educator because you're likely trying to build relationships with your students. If you have a child who has struggled greatly in her ability to form healthy bonds with her parents, she's likely going to struggle in creating a relationship with you and the rest of her educational team. It's just behavior science. There's not magical intervention to fix this (yet!), but knowing about the dynamics of attachment and what she may be facing can be helpful in how you go about forming a trusting relationship with her. 

On to unhealthy attachment styles - in a nutshell:

Anxious Attachment - As the title states, this is a pretty anxious kiddo. They are continually showing inward and outward signs of anxiety in relation to their caregiver. Where are they? Can I call them? This child might be really suspicious of their caregiver, but then also super clingy towards them. Overall, their caregiver is unpredictable or inconsistent. Sometimes they are able to support, attend to, and deeply parent their child, while other times they cannot. 

Avoidance Attachment - This child learned early in life that they should ignore the innate urge to rely on their caregiver in times of need, because their needs are so often not met (or made worse) by their caregiver. This is a child who is consistently overly independent and trying to fix problems by themselves, acting like a little adult. This child in class is always taking problems into their own hands and never asking you for help. 

Disorganized Attachment - This child falls into neither category: they're not clingy to their caregiver due to anxiety and they're not trying to take matters into their own hands. They have no strategy when it comes to attaching and forming relationships. Typically, our students who fall into this category have experienced complex trauma. These students are mostly operating in fight or flight mode, as they're so unsure of what each moment could actually bring - because of their past experiences. Perhaps they have experienced their caregiver neglecting and/or abusing them, and then in turn watched someone neglect and/or abuse their caregiver. They have no way of making sense that their scary person could have their own scary person. Who can they trust? How can they make sense of safety in their world? 

Now I understand this is outrageously hard to read. Whether you're familiar with these terms or not, it's heartbreaking to read. How can we best help and serve these students?!

Well, first its good to remember that this is not easy. And it won't be. 

But what CAN you do? Be consistent. Be safe. Be predictable. Every day, my teacher greets me with a smile and a handshake, even if I hit her yesterday. There is always a bean bag in the corner I can sit in if I feel overwhelmed. My teacher always listens to what I have to say. Every time _____ happens, this is the consequence. 

Attachment is tricky. But you CAN be a safe landing for kids who once lived in chaos (think children in foster care, children living in group homes/residential treatment facilities, children who have been adopted or lived in large orphanages for a portion of their childhood) or children who are currently living in challenging homes. And their parents aren't necessarily terrible people. Many of them had childhoods that mirror the ones that your students are living. Be aware and be watchful, but also be gentle. Do a lot of listening and checking in. Offer resources. &, don't do it alone! Keep a team around this child and family - social worker, school psychologist, behavior team members. 

And, take care of yourself! Working with kids in trauma can be traumatic for those around them. This article about vicarious trauma is super eye opening. You got this - just make sure there's lots of self care happening to keep the ship afloat. 

Love,

Allie



Sunday, September 17, 2017

Using Ice Cubes to Help the De-Escalation Process

I don't know about you, but some days it feels like big emotions rule my classroom. My students struggle greatly with emotional regulation, and one seemingly small scenario can create a day of mayhem in a moment's notice. 

While some students can regulate quickly, other students can take hours to get back to their baseline. Researching and studying Cognitive Behavioral Therapy has been such a wealth of knowledge for me as a teacher of students with significant emotional disabilities. Their strategies range in complexity, and I have found that some of their smaller, more simple exercises are not only easy to implement but incredibly effective.

Three strategies I use on the daily in my classroom include one material only: ice cubes! Find a way to get access to ice cubes because these strategies WORK.

1.) Chewing ice
Simple as that. I give my students full ice cubes, 2-3, in a cup. I have them sit in the calm corner and just chew on ice. This releases some anger (the crunching), plus the cold sensation allows their mind to focus on that feeling rather than perseverating on the emotion that caused them to escalate.

2.) Ice cube in your hand
Again, simple. I place one ice cube in the child's hand and tell them to hold it as long as they can tolerate it. I have some students that do NOT like this exercise, while others understand it and are more willing to participate. This exercise promotes mindfulness, as it pulls the child into the present moment as they focus (intentionally or unintentionally, your mind just does this!) on the very cold sensation and the melting process. 

3.) Ice cube in between your eyes
Equally simple but a little more "strange" compared to the other two. I really only use this strategy if a child is in crisis (we're talking extreme behaviors) and is willing to let me do it. I just take an ice cube and place it in between their eyes. Brain chemistry, body reactions, temperature response... all of those change during this very simple process. I have seen kids calm HUGELY in SECONDS after this strategy! Seriously amazing. But... really make sure your student is okay with this before attempting!

A few extra ideas? Baby wipes that are kept in the fridge for a child to wipe their face off & an ice pack wrapped in paper towel on the back of their neck. 

What do you think? Are you headed to buy ice trays now?! I hope so :)

Did you try some of these? Let me know in the comments how they worked for your students!

Love,
Allie

Wednesday, September 6, 2017

Yoga, Movement, & Go Noodle in the Classroom


All kids need movement, our kids CRAVE movement. Allowing movement breaks is a proven proactive behavior management tool - get AHEAD of your kids and structure movement into your day!

Some of my favorite ways to incorporate movement are through yoga and GoNoodle. I interchange both throughout my day. Why? GoNoodle is a really fun, interactive way to give students a movement outlet. The buy-in is built in, I allow for choice (each child gets to choose one GoNoodle per day), and it gives both a brain break and a movement opportunity. Yoga on the other hand - also a brain and movement break, but it explicitly teaches mindfulness as well. I reiterate to my students daily that yoga and breathing exercises can go with them everywhere they go! 

How Do I Get Started with Yoga?
I love to start each school year off with a book that explains yoga to kids in a friendly manner. This year I used the book I am Yoga by Susan Verde. It's kid friendly and opens up doors for questions and conversation. 


I have also completed the 15 Day Yoga Challenge with my class, run by The Teachers Passport. She provides a yoga pose of the day with a matching affirmation, as well as really helpful visuals. This is a great intro to poses and mantras! Starting small with one pose per day is a great way for your students to build understanding in confidence in what yoga is. 

We have a 10 minute block in our schedule each afternoon to practice yoga poses and breathing from our Calm Classroom book. I schedule this after our lunch and recess block because its a time my students often need extra support in regulating. We use lights off and "calm spray" (AKA water and essential oil in a spray bottle!) to set the mood of relaxation. With repeated practice, it works!

What About GoNoodle?

GoNoodle really is THE BEST. I just love this (free) resource. When you first sign up, all the channels and videos can be overwhelming. For our class, we created a routine and stuck to it. It has been instrumental in helping us organize brain/movement breaks and tame transition time. 

When creating my schedule, I ensured that we did a GoNoodle before and a GoNoodle after each transition. Sound like overkill? Maybe. Does it work? YES! If my students are headed to PE at 9:45, and 9:40 we do a GoNoodle and when it ends, the class knows to line up at the door to head out. When the class returns from PE, they know they go right to their seats and wait for a GoNoodle. These times in our schedule can be NUTS (transitions = epic chaos), and this routine has really motivated and helped my students manage these times. 

At the beginning of each school year, I review the channels with the students. The first week, I pick each GoNoodle and vary the channels, energy types, duration, etc. This reminds students of all the options GoNoodle has to offer. After that week, I create a popsicle stick with each students name on it and put it into a cup. When it's time for a GoNoodle, I choose a student and they get to pick the activity we do! I make sure there is an opportunity for each child to pick an activity every day. This also increases buy in, as my students love the element of choice!

This could also be tied to a behavior system, homework system, morning work turn in - whatever! There are endless opportunities to create meaningful routines in your classroom.

My last tip? Create a system for physical space and boundaries on your classroom floor. GoNoodle and yoga activities require space - and often our students aren't the most savvy at identifying personal boundaries! Personally, I use SitSpots in my classroom. 


Each student has their own SitSpot that gives them a visual for space. This has greatly helped decrease my students moonwalking/dabbing/mountain posing into their peers and causing chaos!

Time to get your kids moving!

Love, 
Allie



Tuesday, August 15, 2017

Behavior Intervention Plans for EBD Classrooms


Behavior Intervention Plans (BIPs) are both incredibly helpful and totally daunting! Here are a few of my favorite strategies in creating plans that are doable and effective.

Collaborative Problem Solving
If you've followed me on social media for any amount of time, this might sound like a broken record. BUT - I seriously love (LOVE) the Collaborative Problem Solving (CPS) method (Dr. Greene has recently renamed his method Collaborative and Proactive Solutions). It was created by one of my favorite behaviorists (nerd status, I know), Dr. Ross Greene. You can read more about it here (and please do), or watch a really impacting TEDx talk about it here. The heart of CPS is this: Kids Do Well If They Can. Dr. Greene's method shows us that challenging behavior stems from lagging skills rather than children misbehaving because they choose to. A huge part of the approach is the "Plan B", which requires teachers and students to collaborate together when coming up with an alternative to their challenging behaviors. While some of our students require and excessive amount of prompting and assistance through this process, it can be so powerful for students to take ownership and partnership in creating an intervention plan for themselves. I have found that often times, our students really surprise us with their insight. 

Forced Choice Reinforcement Surveys
Reinforcement surveys are VERY useful tools in finding out what activities, types of attention, and items are actually reinforcing for our students. We often see these surveys used for children with intellectual disabilities and autism. This is my favorite survey to use for children who are older and/or have emotional disabilities. 

This survey ends up ranking which order these reinforcers fall for each student: adult approval, competitive approval, peer approval, independent rewards, or consumable rewards. This information can be hugely important in deciding what student privileges, rewards, and breaks can contain to help shape their behavior positively. You can find my favorite reinforcement survey (that I showed above!) here

Get a Team Behind You
Sometimes, us special educators can really feel on an island. We are trying to do EVERYTHING, from data collection to IEP writing to curriculum adapting to inclusion facilitating. When it comes to challenging behavior, you REALLY need another set of eyes. There are so many factors that can come into play when a child exhibits challenging behaviors that you will never be able to see by yourself. Having a second hand (think counselor, social worker, OT, SLP, behavior interventionist... someone!) to take data during times you can't (like when you're facilitating a lesson!) will be incredible useful. You may not even realize that YOU could be a trigger for some of the behaviors (...I say this because it's happened in my classroom!). Don't be afraid to ask for a second hand. 

What are the ways that you support your students with challenging behavior?

Love,
Allie






Wednesday, August 9, 2017

Special Education Teachers - We Aren't Saints!

If you're a special education teacher, I bet you'd be a millionaire if you were paid for every time someone called you a saint, or a hero, or a thousand other well-meaning compliments.

Let me set the scene: You're at a wedding. You start mingling with a few people during cocktail hour, and eventually someone asks, "What do you do for a living?" You start out simple. "I'm a teacher." Of course they get a big smile and say, "Oh that's so nice. What grade?" Then it gets complicated. "Well, I teach special education so I have kindergartners through 3rd graders." Then the obsessive compliments come into play. "Oh my, special education, that's AMAZING. You must be so, so patient. So what types of children are they?" Here we go. "Well, I teach at a residential treatment center for children who are wards of the state and have behavior disorders." I hate and love this part. A mix of "WHAT??! WHY??!!" and "That is GOD'S WORK. YOU ARE A HERO. HERE IS MY WALLET." (Not really, but that is something I could get behind.)

I know this doesn't sound bad. Someone is praising you for your hard work. But I know I don't just speak for myself when I say that somehow these compliments, although well meaning, don't sit well. There are a million reasons us sped teachers feel funny about these praises, and if you are a special educator yourself, you already know what I mean. If you're not, I could see how this might be strange. 

The thing about being a special education teacher is that as challenging and utterly exhausting as it can be, it is beyond fulfilling. I know that I don't get paid "what I should", but I don't even care anymore (IF BETSY DEVOS IS READING THIS, I WILL STILL TAKE A LARGE RAISE. THANKS.). Our students successes, the really big ones and the super tiny meaningful ones, are what keep us coming every day. Their resiliency and perseverance is like a really incredible motivational speech multiple times per day. They are hysterical, sometimes even on purpose. 

So how do you kindly respond to these well meaning people at cocktail hour? I asked a few of my special education teacher friends what their "go-to" responses are.

1.) "I'm just lucky to work with my littles. They are the best people I know, and I'm the blessed one to get the opportunity to work with them." -- Nancy, The Puzzle Classroom 

2.) "It's definitely not a job for everyone, and sitting in a cubicle is not for me. I love that every day is so different, and not only do I get the chance to make a difference in my student's lives, but their families, too!" -- Fiona, Adulting Made Easy

3.) "When you have the calling to do something "out of the box" for your job, you know you're supposed to do it. For me, it was teaching tough kids. It's the only career that feels right." -- Sophie

4.) "I truly love what I do and care for my kids. This job isn't for everyone, but I love making a connection with them! They let me into their world and that's where all the learning happens! They see the world so differently and they are extremely smart in so many different ways. We teach each other in more ways than you can imagine and I enjoy having this privilege!" -- Michelle, Miss Hey Miss

5.) "I love celebrating the small milestones and that helping students expand their communication skills is very inspiring." -- Rose, ABA Speech

6.) "My career choice is truly one of the most selfish choices I've ever made. Kids with special needs loved me and knew the type of person I was before I did. My students have taught me just as much as I have ever taught them. I will never forget some of the moments that students have shown me my own character, determination, and empathy. Teaching kids with special needs is not for everyone but that doesn't make me better in any way just because it is for me." -- Kelsey, Tools for Busy Hands

7.) "My job is more about the positives than the challenges." -- Jenn

8.) "This is just part of why I was put on this planet- to do this job! It is my passion and I wouldn't change it." -- Olivia, Spectacular in Special Ed

9.) "Thank you."-- Lisa

10.) "I learn more and get more out of my students every day than they do from me. I'm very lucky to be apart of something that is so special and life giving to me. That's why I feel really lucky, because I know not everyone has that with their career." -- Yours Truly


What do you think? What are your "go-to" responses?

Love,
Allie



Sunday, July 9, 2017

First Days of School: Teaching Leadership vs. Bossiness

I first discovered the language of "Leader vs. Boss" when looking up social skills concepts on the topic of bossiness. I found TONS of articles related to the business world on how corporate psychologists work with CEOs and business owners to help foster their skills so they are seen as a LEADER and not a boss. I mean honestly, it makes a difference.

In my classroom I have a crowd of BOSSES. Last school year it drove me CRAZY. The kiddos that had leadership skills were constantly telling their peers what to do or how to behave, rather then being examples of positive behavior. I am so excited to introduce this concept on the FIRST DAY OF SCHOOL. 

Why the first day? Like I said, this behavior drove me crazy last year. Absolutely nuts. Plus, I am certain that many instances of bossiness created space for problem behaviors to manifest. So really, this needs to be tackled right away. I am ready to teach this skill immediately so we can confidently refer to anchor charts throughout the year to help shape behaviors and remind each student about the expectation of leadership. 

How? I am going to start my lesson by reading the book Bossy Flossy by Paulette Bogan (Below is an Amazon affiliate link if you want to grab the book!). We will create a list of the ways that Flossy showed bossy behavior and how it made others feel. 

Next we are going to talk about why someone might be bossy. They might want to lead, they might know the answer, they may have a lot to say, they may be in a bad mood. From there, I plan to teach my students the word leadership

We will use this Bossy vs. Leader t-chart from my Be a Leader, Not a Boss Activities product on Teachers Pay Teachers. I plan on making a poster sized version to keep up in the class, and have students follow along by also doing their own sort at their desks.

Day 2... I plan to use the discussion cards from the same product to maximize & generalize their learning my using scenarios! These cards would also be great to paste in a notebook and use for journaling. 

I will also have students choose which coloring page they'd like to complete. I personally will have my students hang these on the front of their desks. My students LOVE having their art work hung right on their desk (they get so proud, it's adorable). 


After all is said and done... hang up these anchor chart posters and don't let them go!
These will be perfect to refer to all year long when you see that a student is or is not showing leadership behavior. 

What ways do you teach leadership skills and combat bossiness in your classroom?

Love,
Allie



Friday, May 26, 2017

7 Days of Behavior Necessities: Day 6, Seating Hacks




Yaaaay Day 6! Seating hacks... I would die without all the accommodations we can provide for our kiddos seats!

One of my favorite hacks is raising a desk as a standing desk. With old school desks you can just as your custodian to raise it up a few notches, and viola! A standing desk. This is so helpful for kids who just don't like sitting. I have a few!

I also love any type of cushion. It gives kids special buy-in to stay in their seat, and of course gives movement and sensory input for our wiggle-worms. These even work in middle school! Don't blow them up all the way, so there is extra room for kids to move. Oh, and beware of scissors and pencils. There's always one kid who takes a pencil and pops the cushion, ruining it for everyone. Wah-wah.


 
These are two favorites!

I also love bouncy bands. These really need explicit teaching. Students will try to do a million and five weird and distracting things with them. I always let kids start out with being wacky and silly and then begin to share with them the expectations of it. I have found that they really help with students who tend to pace, because they are gaining some movement in their bodies, specifically legs, and they are still seated!



Anything I missed? There are a TON of cool flexible seating options, I just love that these work on ANY standard classroom desk and chair. All of my links are ones I have personally tried and love, and they are Amazon affiliate links :)

Love,
Allie

Thursday, May 25, 2017

7 Days of Behavioral Necessities: Day 5: Visuals


Is your classroom covered in visuals?! I hope so! And if not, here's a few compelling reasons why mine is, and why it works!

Visuals matter. Many of my students have super slow processing. Giving them verbal directives and prompts can be so overwhelming to them, and visuals really help. I use visuals in social stories and behavior cues to help remind them of what their expectations and options are across the day.

Visuals additionally HUGELY help with expressive communication. All of my students are VERY verbal. None of them require speech therapy for speech, it's mainly for language concerns. So, communication of basic needs is NOT a concern for my current class. But - we cannot discount the need for visuals for our students to communicate! Visuals for sharing emotions have been so imperative for my students who are unable or reluctant to communicate when they are dysregulated. 

I have a few sets in my Teachers Pay Teachers store that may be just what you need to increase your visuals to help your students when they need it most.

This freebie is a great way for students to choose a coping skill that might help them regulate and get back to their baseline. 

This is my best seller! This toolkit includes MANY pre-teaching strategies as well as visuals that greatly help communicate with students when they need visuals most!


Love,
Allie


Wednesday, May 24, 2017

7 Days of Behavior Necessities: Day 4, Noise Cancelling Headphones


You made it to Day 4! Noise cancelling headphones are an absolute MUST in my special education classroom. While they don't cancel out all sound, they do definitely help with blocking out extra, possibly distracting sound. 

My students, as I've stated in many posts, have really challenging behavior. Now this poses a challenge for each child in their own bodies, but also with their peers. If a peer is having a loud reaction to something, it can often bother/set them off. Having these headphones on hand is so helpful!

These headphones are also so helpful for teaching students to focus! When my class is doing independent work, students are often distracted by any noise going on in the room. My students now know that they can grab these headphones to help block out sound and focus on their work.

One issue we have come across with these headphones? The fact that students will attempt to put them on to drown out my voice! While funny, totally not acceptable. My students now know, after explicit teaching of expectations, that the headphones are used only when they are not involved in instruction (ex: de-escalating, in our de-escalation room) or when they are working independently. I recommend setting this expectation early with these headphones!

Here are a few inexpensive options from Amazon. These are affiliate links!



These do come apart (and are put back together) quite easily - both a perk and a drawback, but something to consider! They're also the most inexpensive I've found. They DO work!



These are much more durable (don't pop apart easily), are very snug, and come in many colors!!

Happy focusing :)

Love,
Allie

Tuesday, May 23, 2017

7 Days of Behavior Necessities: Day 3, Timer


You made it to day 3! I love timers. They keep me on track, they are great visuals, they are an awesome skill to begin teaching kids, they help with anxiety, and they can eventually be transferred to a student responsibility!

I use timers for EVERYTHING. I make sure they're always visible to the class because many of my students have high anxiety and always want to know how long they have left for free time, before I pass out snack, etc.

Timers have also been really useful for behavior plans. For one of my students, if he can be safe with his language, body, and space for 5 minutes (using a timer!) he adds a puzzle piece to his picture puzzle. If he is not being safe he is asked to pause the timer until he is safe again, when he starts the timer back up. His picture puzzle has 4 pieces, so if he was showing ideal behavior, he could have a 5 minute break every 20 minutes. Now, this kiddo is in a really restrictive setting so we know he really never gets a break every 20 minutes because he has to pause the timer quite a bit :) BUT - giving students ownership over their behavior plans really increases buy-in!!

As for my favorite timers... they must be durable and SIMPLE. Some timers have so many buttons and it is really just not needed for what we use them for in the classroom. Here are a few favorites. These are all Amazon affiliate links!

A large, durable, magnetic timer that you can use for whole class needs:



The time-timer is amazing because it really helps students get a visual for how much time has lapsed and how much time they have left. Better for longer time frames, not great for 1-2 minute intervals.



A small timer that's perfect for individual students. It has a stand and a magnetic back.

   

What do you use timers for? Don't forget to come back tomorrow for Day 4!

Love, Allie

Monday, May 22, 2017

7 Days of Behavior Necessities: Day 2, Gum


Gum! I know, I know... many people think I am insane for allowing my students to chew gum. I'll tell you... once you go gum, you never go back!

My kids have very, very challenging behavior. Along with this many of them have very severe ADHD and with that comes pretty dysregulated sensory systems. I have also noticed that many of my students have predictable behaviors that start with verbal outbursts. Insert gum.

In order for gum to actually work in my classroom, there needed to be very explicit rules and immediate consequences.

1.) Never let me see the gum.
2.) You may have 2 pieces per day.
3.) No gum can exit the classroom
4.) If you abuse it, you lose it.

I gave them all of September with lots of lee-way as they were learning the rules. Many of them like to stick their fingers in their mouth and stretch the gum out. Ew, NO. They are fully aware now, in May, that if I see their gum it goes immediately in the garbage. If they continually argue about this, they lose gum for the next day.

So how does the headache of gum help with the sensory needs and verbal outburts I talked about? Well, my kids will literally chew on anything. Paper, bracelets, laminated visuals, toys...anything. The gum gives oral sensory input and a replacement behavior that is actually appropriate. The verbal outburts? Honestly if their mouth is busy with something appropriate, they are less likely to be constantly talking.

Are you up for the challenge? How do you feel about gum in the classroom?

Love,
Allie

Sunday, May 21, 2017

7 Days of Behavior Necessities: Day 1, Hand Lap Counter


I am frequently asked about what I use in the classroom to keep it running. My students are super unique and there are SO many things I could not live without! For this blog series, I'll be sharing 7 TANGIBLE items that I could not run my classroom without!

Today I want to share with you something I have been using for years... a hand lap counter! These are designed for counting laps for sports (like PE class or if you're running around a track at your gym), but they are seriously perfect for data collection!

Most recently, I pulled out my lap counter to get a baseline for how many times my student blurted out. This helped me write his IEP goal, as I cannot just say I want him to "stop blurting out". Though.... that would be ideal ;) I held on to the counter ALL day and every single time my kiddo blurted, I pressed the silver lever. At the end of the day, I could mark down how many "blurts" I recorded. After 3 days, I averaged the numbers, and viola!

These are so helpful for behaviors that are SUPER frequent, like a child who grinds his teeth, blurts out, is out of his seat, stims, or the dreaded "hands in the pants". Another perk? They're super, super cheap! I suggest purchasing a few in a variety of colors. This way, you can color code them per student so you always know which child's behavior you're recording.

Here's an affiliate link to grab these amazing behavior tools off of Amazon!




Love,
Allie

Sunday, April 30, 2017

Emotions Bundle



I have been filing away ideas for this bundle for what feels like forever, and I have finally gotten all of the resources together to make it a real product!

I designed this product with my students in mind, but knowing that with extension activities and differentiation, this product could work for a very wide variety of classrooms and students.

Clip Cards
The clip cards are perfect for identifying emotion words and pictures! I created two sets so students don't start memorizing (ugh) and begin to really comprehend the words and the picture. This will help in writing reflections, journaling, etc. I also love that these can be used with dry erase markers, paper clips or clothespins! I do recommend laminating... if your students are anything like mine (mini-destructors). 


Bingo
This game is such a class favorite. I love how the caller cards are JUST words, and students need to listen, comprehend, and actually attend to the card to find the picture that matches. My students can be SO impulsive, and activities that require them to slow down in order to even participate are so important in teaching them school skills! The bundle comes with 10 unique cards.
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I Have Who Has
My students need to play this game constantly... mainly because of how it helps their listening skills! Like Bingo, in order to participate, students must really listen and attend because they never know when it might be their turn. I also labeled cards as "beginning" and "end" cards - makes the game so much easier!

Write the Room
Great activity so kids can get up and move in a purposeful way. I like to do this activity in groups, I have half of the students working on computers while the remaining students complete Write the Room, then switch. It's also helpful for differentiation if you need to modify anything! Here's a peek at the recording sheet. I also made sure to add a "word bank" - I know the "I CAN'T SPELL THIS!" meltdown all too well. 


Write and Color
I love this activity to target specific emotions! I know with my students, every unpleasant emotion they experience manifests as anger. You left me out of a game? I scream at you. I don't know what page we're on? Tantrum. I am uninterested in learning about outer space? I flip my desk. Allowing students the experience of actually LEARNING about emotions and when you may experience them can eventually help with their ability to generalize this into everyday life! 

These worksheets are quick, simple, and most importantly LOW PREP! Holla!



Check out my Facebook Live going through all of the components of the bundle!


So... thoughts? How would you use this in your classroom? Go grab it here if you're interested!

Love, 
Allie



Saturday, April 15, 2017

17 Teacher Approved Picture Books Featuring Characters of Color



I'm here to report that picture books featuring characters of color ARE out there, and I have 17 of them to share with you! I received these books in a Donors Choose grant last week, and they are already a hit with my kids. It is so critical to have a variety of books with characters that resemble the children in your classroom. All students need to have books with characters that share their skin color, dress, and language. The tricky part is that this avenue of kid lit is not as broad as we want it to be. 

Here is the list of the beautiful, diverse picture books I added to our library, with Amazon (affiliate) links if they look like items you want to add to your cart :)


1.) Whoever You Are by Mem Fox
Why I Love it: Mem Fox is a fabulous author in general, and I love her work. This is a very simple book that shares, in kid-language, that children from all over the world have so many similarities.

2.) Happy! By Pharrell Williams
Why I Love it: This is a board book, but the text is Pharrell's song "Happy" from Despicable Me. The photos are of real kids of different races, ages, and body shapes! I love the diversity of the book and of course, all my students can relate because they know and love this song.

3.) I'm New Here by Anne Sibley O'Brien
Why I Love it: The cover alone made me love this book - it's not often we see children's literature featuring a child with a hijab on the front. It's a beautiful and very honest story about children who are refugees and/or have immigrated to the United States and are learning the new culture and language. Certainly a great way to teach empathy and raise awareness.

4.) If I Ran for President by Catherine Stier
Why I Love it: A way to teach about the roles and responsibilities of presidency from a non-threatening perspective, as it can be for many of our students. I also love how empowering it is for students to see presidency in this way: they could be president one day, too!

5.) My Man Blue by Nikki Grimes
Why I Love it: This is a super unique perspective: a boy with an absent father is "befriended" by a neighbor. The book is written with a different poem on each page.

6.) Shades of Black: A Celebration of Our Children by Sandra L Pinkney
Why I Love it: I love how the pictures celebrate that each shade of "black" is beautiful. I also love how the book shares real photographs of children.

7.) black is brown is tan by Arnold Adoff
Why I Love it: I just love how it very sweetly depicts the normalcy and love in a mixed family - highlighting their differences but focusing more on the fact that no matter what those differences are, they are a family.

8.) Beautiful Blackbird by Ashley Bryan
Why I Love it: This book teaches the lesson of inner beauty through the eyes of birds, rather than people. Really beautiful illustrations!

9.) Do Like Kyla by Angela Johnson
Why I Love it: The cutest book about a little sister imitating her big sister. A great book to have out in winter.

10.) The Princess and the Pea by Rachel Isadora
Why I Love it: The classic tale with an African twist. Super relevant, and beautiful illustrations!

11.) Chocolate Me! by Taye Diggs
Why I Love it: A very honest story about a young black boy being teased for his skin color, facial features, and hair. He shares his experience and develops self-love.

12.) The Colors of Us by Karen Katz
Why I Love it: The main character is going to paint a picture of herself, and her mom takes her on a walk to show her that brown skin comes in many shades. It's a very simple story to bring awareness, plus highlight the connectedness we all share.

13.) Yo! Yes? by Chris Raschka
Why I Love it: It shares friendship and brotherhood through very few words. The illustrations are perfect. Also, an awesome way to introduce punctuation!

14.) Same, Same but Different by Jenny Sue Kostecki-Shaw
Why I Love it: I love that one of the main characters is from India - a place I know my students know nothing about. The boys discover they have so many similarities in despite of their differences.

15.) Colour of Home by Mary Hoffman 
Why I Love it: I love this book for its realness. I do advise a pre-read on this one: it is pretty intense. The young refugee boy discloses through his art that his uncle was murdered during war, and shares his war experiences in some very real detail. A great book for classes studying the affects of war, child soldiers, the refugee crisis, Somalia, etc.

16.) My Name is Yoon by Helen Recorvits
Why I Love it: A sweet story about an immigrant family coming from Korea, and Yoon's struggle to like her name in English.

17.) Mixed Me! By Taye Diggs
Why I Love it: It's not common to find books about mixed kids, and I love how this one points out the characteristics of mixed children and shares why each one is unique and special. Very relevant for any classroom, and a very high-energy and positive book.

What are your favorite childrens books featuring kids of color? Let me know in the comments, I'm always looking to build my list!

Love, 
Allie

Friday, March 24, 2017

$200 TPT Giveaway!

Hey lovely followers :)

To celebrate SPRING - I have teamed up with other teacher authors to give away a $200 gift card to Teachers Pay Teachers!


All you need to do is enter here at the Rafflecopter! Good luck!



a Rafflecopter giveaway

Tuesday, March 7, 2017

All About Polar Bears - Favorite Resources


In winter, I love teaching about arctic animals for science. It is really motivating for kids and helps them connect prior knowledge, which I always find increases confidence and buy-in. Here are a few of my favorite resources to teach about these cuties :)

I use these Mini-Flips from Learning in Wonderland for a lot of my units in science. Her bundle is one of my favorite resources I've ever purchased on TPT! I get so much use out of it and it really helps engage my kids. 

I also of course love using YouTube videos. This definitely increases buy-in - the kids LOVE watching the animals in action. I have pre-watched all of these videos and can give you the teacher thumbs up!







We also always complete a diagram of a polar bear where we label different parts of their body and discuss why they need these body parts to survive in the arctic. In my class, a meltdown will definitely ensue if I don't walk them through how to draw a polar bear. I use this directed drawing to help them draw their diagrams:

I haven't ever done a polar bear art project with my class before, but we may dive in this year and try! I am thinking of this one, it's really cute and pretty simple:


The directions to create it are here.

Do you teach about polar bears? What are some of your favorite lessons and ideas?

Love, 
Allie