Here are
the notes from Matt's presentation that he gave to my last class.
TCi
steps: think about these steps and how they relate to your teaching.
What am I
feeling now?
What are the needs of the person I'm teaching?
What is the environment contributing?
What is my reaction?
Remember that all behavior has meaning.
What does
this look like in a class? How do I respond in the class?
Structure and direction: associated with power (which can kill a relationship
and create power struggles)
Time class starts
Breaks during the class
Stuff in the class
How everything is set up
Is class inviting?
Rules and regulations
Groundwork of what is acceptable.
Without structure behavior not possible.
Direction
Must tell class what to do. At certain times this is necessary
Associated: how you talk
Calm
Assertive: does not mean "mean" or nasty
Respectful
Active listening
When students are aroused or come from trauma, they must be put at ease
Most communication done through tone of voice and non verbal communication (non
verbals)
These queues are critical, such as:
Way you sit (closed arms and crossed legs)
How loud your voice is. Tone too.
Body language
Don't stare at people. Eye contact. Indicates interest
Don't be offended when students don't look at you directly
Trauma =
not looking at you
Facial expressions. Distance from people. Time and space important.
Nod your head. (Head bob). Indicates you're listening. Acknowledge the other
person
"Door openers" For example, "Tell me more" and "I hear
what you're saying"
People are often frustrated, anxious, etc. so acknowledge their feelings.
Mention that you have similar feelings.
Relationships.
Remember that TCi. It does not work with everyone, such as psychopaths or folks
with a mental instability, gang types. Won't work. (Look for manipulators:
people who try to get what they want)
But it can make the best of a bad situation
10% of
population has sociopathic tendencies. So won't work with all
But they respond to structure
But trauma suffers need relationships.
Best teachers are people can do all
Teaching: learn, change, and grow.
Everyone is learning
Teaching what is acceptable
The person is the most effective means to change bad habits and manipulation
Two types
of behavior
Active: goal oriented. An agenda. So use structure and rules.
Reactive: out of control in the class. Use reactive listening.
Eliminate bad behavior. Look at behavior to determine.
Trauma
Something you can't change
Affects the brain, like amputation which is visible.
Trauma to the brain is non visible. Looked fine (example of kids from Syria)
Bruce Perry trauma specialist. After age 6 odds go down to get over trauma
Trauma is abuse, emotional, sexual, malnutrition, dad hitting mom. These change
the brain.
Have hard time sitting still. Trying to self-medicate.
Disorders kick in. Then add puberty, drugs and aloch
6 things to do from Bruce Perry to change the brain
Relations. Safe environment. No bullying. Not acceptable.
Relevantly matched. (Not by age). Give them work that they can do. Don't treat
everyone the same. Match work to make students successful
Repetitive and patterned. Plan for the day. Know what they are doing. Start and
finish. Tied in to the structure
Rewarding and pleasurable. Positive vibes. Marc love. Choose activities that
are fun. Play board games. Trauma victims respond well. Reward students for
work done with pleasure
Rhythm. Go for a walk. Movement. 20 min then change activity. Do something. Use
rhythmic music. Soothing. Not rap. Settles them down
Need a culture that is focused on these principles. Everyone doing this.
Thinking
occurs in the cortex when we are calm
When traumatized people think with their brain stem. Brain trying to cope.
Can't learn from stem and you might think you are a lousy teacher. But you're
not!
So you need to get them calm.
Fight or flight tendency. Way to cope.
Students try to regulate themselves. Moving around. Use the above steps to get
them back down
Music and movement has a similar effect as drugs and alcohol.
Sociopath: wants personal gain
Psychopath: wants to hurt others
