Stacy York 2

“every neuron in the brain develops through relationship”

 “If they’re being curious with you that means you’ve created a safe environment, then welcome, bring it on.”

“Play is an important prevention strategy.” 

Outline

Relationship in the classroom

• What do I do already?

We tell stories, laugh, joke in a respectful manner, tell about our weekends each Monday, know each others' quirks, create art and play games...

•  What can I do?

I can (and have meant to, but haven't) keep track of students informally each week. I could make sure that I speak with each one and record something about it. It'd have to be part of my routine or it wouldn't get done, though. For instance, I could have a set time in my schedule while the class is reading, and I could meet with each one individually. 

• Is this something I can keep track of and how?

See above...possibly, though, I could have a notebook with a page for each kid. I could keep track of what they're struggling with so that I can go back check later to see if it got taken care of in a satisfactory way. 

Listening

•   What does listening look like?

Eye contact and saying back: "I think I'm hearing you say..."

v       How do I teach it?

By doing it! And pointing out what I'm doing once in a while...

  Specific Case (Student C)

•   How can I connect better?

I really am not sure yet. Ideas include written journaling for the first few minutes of class. Doing a project with the student which he feels good about...maybe building something.

•  What can I do to relieve fears for the student?

Never freak out and act as if some thought or action is different or abnormal. Normalize the feelings and try to talk if possible. Be trustworthy in my daily dealings so that the student can see that. 

Reflections on Stacy York 2

Loss…intense emotion…what does it mean? The activity Stacy began with uncomfortably brought participants close to feeling heavy loss. Only this was imagined loss, not real. The feelings we got were enough to affect the body physically. What does that mean for our kids who experience loss? I have a student that has seen a lot of trauma. He seems distant so often. I understand him that much more now. I sit and reflect back on what he may be seeing in his mind’s eye…no wonder he tends to not focus on school. I just need to be able to reach him better next year! I’m excited to further develop the safety of school with our team next year.

Stacy York’s speaking resonates with me and makes me want to jump up and down! Her R – list is powerful. The fact that she hits the same things over and over again is powerful. “Relationship is money in the bank.” Relationship is the difference between survival and not for some kids. One of the professionals on the video stated that “every neuron in the brain develops through relationship”.  Ms. York places high importance on relationship. “If they’re afraid, they won’t learn.” If students don’t have a relationship with you, they learn less. 

Part of relationship is sharing. Sharing also reigns huge in meaningfully dealing with traumatized kids, or anyone for that matter! “If it’s shareable, it’s bearable.” The emotional relief from being able to share needs to be available to kids. Sometimes kids won’t talk at school. We can try to find them a mentor outside of school if need be. The student I’m thinking of most often during this class has been working alongside men in the community this summer. I’m so glad! They’re providing him with praise (reward) and modeling of how to be a successful, functioning, contributing human being in the community. Fantastic!

Another piece Stacy encourages is curiosity. “If they’re being curious with you that means you’ve created a safe environment, then welcome, bring it on.” I bank on this. Kids are naturally curious. They naturally want to learn. In thinking about my one student, I’m happy in that I’ve been encouraging him to pursue interests (as are many people), and now I know I can legitimately keep encouraging him to be curious. That has value. He can feel free to pursue his interests (ranching and cows) and maybe someday share it someday with other students, etc.

I have to say that Stacy brings a refreshing, reachable, practical picture of brain development and helping traumatized kids. Relationship, rhythm, repetition, etc.  This is attainable for us. We can relate with our students. We learn about relating in all of life. Life is teaching us how to be a better teacher. “If you’re an adult and there are children in your life…and you know the child has been exposed to something potentially traumatic…they do need your attention…your kind support.”

One last note, “Play is an important prevention strategy.” More relationship. Such a marvelous repetition of relationship. The repetition of the same things Stacy brings to her teaching is marvelous. I can use this. And that is like gold to me as a teacher.

Sources:

 Trauma Informed Skills for Educators - Stacy G. York, LCSW - 1 of 3. (2015, May 27). Retrieved July 10, 2015. 

 Trauma Informed Skills for Educators - Stacy G. York, LCSW - 2 of 3. (2015, May 27). Retrieved July 10, 2015. 

 Trauma Informed Skills for Educators - Stacy G. York, LCSW - 3 of 3. (2015, May 27). Retrieved July 10, 2015.