Anxiety, Depression, and Anger Oh My

More and more, our students are having to deal with adult sized feelings and emotions. Divorce, over-scheduling, seeing too much too soon, and a host of other issues have contributed to our younger students trying to learn with less than ideal emotions. What can educators do? Don't we already have enough on our plates?  We have always taught reading, writing, math, science, and social studies. In recent years character education, drug and alcohol awareness, nutrition, and personal safety have been added to our ever-increasing load. How can we even consider adding one more thing? What can we do about their emotional well-being? Isn't being nurturing enough?

I understand the push back and the concerns about time. However, what if the students' emotional well-being is what everything else is placed upon? If our students are not in a learning zone, does it really mean anything if we cover all the assigned curriculum? Will the students have any chance of learning it?

Dealing with an ever-increasing incidence of student anxiety, fears, and lack of emotional self-control has sent me searching for answers. Something new I am trying (and really liking) this year is Zones of Regulation.

​LIFE IS 10% WHAT HAPPENS TO US AND 90% HOW WE REACT TO IT. 
​  -CHARLES SWINDOLL

Students usually have little to no control over what happens to them. I certainly can't control what is causing them to feel emotionally on edge. Using the Zones of Regulation though we are beginning to identify which zone we are in. Once we identify our current zone, we can then take steps to move into the learning zone.

Per the program, there are four main zones:blue, yellow, red, and green.

The Blue Zone is one where one feels sick, sad, mopey, or down.

The Yellow Zone is more alert, but somewhat anxious, agitated, or silly.

The Red Zone is one of strong, extreme emotions such as rage or elation.

The Green Zone is where one is appropriately alert, calm, and receptive.

Neuroimaging and brain-based learning research has provided a scientific basis for not only the importance, but the absolute necessity, of adding student emotional control to our plates.
I contend that we must FIRST support our students' emotions and then, and only then, can we set to teaching the academics.

Students' stressors today are most likely to be caused by emotional feelings.Unfortunately our brain is unable to differentiate between the anxiety of a math test and the anxiety of being stalked by a tiger. This maladaptive response leads to a release of cortisol, aka the stress hormone. Chronic high cortisol levels can eventually destroy neurons associated with learning and memory. (Vincent 1990)

Helping our students move to a positive learning zone has to be a priority. That's why last week we discussed ways of calming down before a math test. We laughed about the fact that no one was ever killed by a math test and we did not need to prime our muscles, hearts, and lungs for flight. Instead we did some deep breathing, calmed our nerves, and got into the zone.

In 2, 3, 4...Out 2, 3, 4,5,6,7,8.

Autism Awareness - Puzzle Me This

As most people know, autism occurs in epidemic numbers. Some agencies report a 1 in 68 chance of a child being diagnosed with autism. Just last year, the CDC reported that 1 in 45 children have autism, based on an annual door-to-door survey. Alarming as that may be; it does not tell the whole story. Autism is a neurodevelopmental disorder of degrees. People affected with autism are often said to be on "the spectrum." That is because autism presents in as many different ways as the people effected by it.

One symbol for autism is the brightly colored puzzle piece. This logo was originally selected because autism was a "puzzling" collection of symptoms and the puzzle piece was unique. While not everyone favors the puzzle piece, it does seem to be the most commonly used symbol.

Our school,like most others, has many students both diagnosed and non-diagnosed with autism and or on the autism spectrum. This impacts the students in so many ways. They often have difficulty reading social cues, handling frustration appropriately and myriad other daily challenges. Teachers, staff, and others students are also impacted. Together we are learning how to live and grow with autism.

Being challenged is the best way to grow. The challenge of autism in our school has challenged us all to learn to be more inclusive, more understanding, and more resilient.

April is autism awareness month. We take time this month to be aware that we all need help, respect, and care from one another. So, this month, let's celebrate the differences that make us unique, that make us one small piece in a gigantic, world-wide puzzle. Let's become aware of what we all need from one another. And most importantly, let's become aware of what we all can give one another.

March Book Madness

March Madness, a famous college basketball tournament celebrated around the world. It's that time of year when office pools pop-up and the daily water cooler chat is about the amazing basket, foul, lack thereof, or game the previous night. Both die-hard and casual fans celebrate the excitement that is college basketball. During the month of March, throughout our schools, there is another, lesser known, March Madness. This March Madness may not have has much hype and fanfare, but it still rocks with excitement. I'm talking about March BOOK Madness. For many years now, my students have participated in one form or another of March Book Madness.


The first few years our March Book Madness was a small, self-contained operation. I would collect all the books - both picture and chapter - we had read during the year. We would set up a bracket challenge and then my class would vote until we selected our champion. This was fun, but lacking a connection with other readers.


This year, we participated in a wonderful world-wide March Book Madness organized by Tony Keefer (@tonykeefer) and Scott Jones (@ escott818.) My fourth grade students were in charge of running the tournament for our K-6 school. To include every one of our 600 plus regular education, life skill, and autistic support students, we opted to participate in the picture book division. We introduced the tournament to the entire school at our February Town Hall meeting. Students presented the competing book titles and we set up a school bracket.

My students worked in groups of two-three to become experts on two books. If a teacher wanted a book talk, they knew who to contact. The summaries were hung near the brackets, so students could review as they considered their vote. As my students  summarized  books, delivered book talks to some of our younger students, and created book trailers, they practiced 21st century skills of critical thinking, collaboration, communication and creativity.


Digital tools made March Book Madness come alive for all our students. From an Office 365 One Note with embedded video trailers and voting forms, to Twitter, QR codes and photography, students used digital tools in authentic meaningful ways.



The March Book Madness experience this year enriched much more than my students' reading and writing skills. It allowed them to present their books to peers and students both older and younger. They had to overcome shyness and anxiety of speaking in front of groups. It gave them authentic reasons to read, write, and present. Wow! Aren't we all looking for those opportunities for our students?


All month we updated the bracket board outside the cafeteria. As students of all ages passed I often overheard how "their" book was still in it, or had been unfairly eliminated. Each morning I entered school and was asked ,"Who is winning?" "Do we have this week's winners yet?" The excitement was palpable throughout the school.

Finally, it came down to two books. As with basketball March Madness, it seems a shame that only one team, or in this case one book, can win. The Friday before the last vote our school had its monthly Town Hall Meeting. On the agenda was a pep rally for the two remaining  books, Ivan and Gaston. It seemed that our student body was evenly split. Students encouraged one another to vote for the "best" book.

The voting ended and Gaston was selected as the winner. Morning announcement of the winner was greeted with many cheers and more than a few disappointed groans. Later in the day, I found a simple letter on my desk. A student who had rooted for Ivan was deeply disappointed. In his letter he explained that Ivan had "gone through so much in his life," and to have not won March Madness was just not fair.  I would say the March Book madness made an impact.
Until next year, happy reading!