Welcome back to the Calm Classroom. Today we delve into Trauma-Informed Teaching.
I'm your host, Ellie Laird, and in today's episode titled Trauma-Informed Teaching,
the Six Step Greeting Routine and Building Trust Using the Calm Classroom Approach,
we'll explore crucial strategies for building trust and supporting students who have experienced
trauma while also fostering inclusivity and acceptance for students with disabilities.
And as always, we focus on the science behind these methods to back up while we do what we do.
Our journey begins first thing in the morning. One powerful way to establish connections and
build trust is to be present. So often in the past, I have been busy prepping the classroom,
cleaning up or finishing one last task while my students were piling into the classroom in the
morning to start their day. Often on these days, I would call my mom after school and vent about my
day feeling off. The Calm Classroom Approach includes a powerful six-step greeting routine that helps
teachers practice being present first thing in the morning. Though these steps may be small,
they are powerful tools. Create this routine and keep it up. Even on those days, you just want to
sit at your desk and wave them into your room while you drink your morning coffee. Fight that urge.
All we're asking is for you to spend 15 seconds with each child at the door before inviting them
into your classroom. And that's what? Like seven minutes out of your day? Here's an overview of
the six-step greeting routine we practice in the Calm Classroom. Number one, greet them at the door.
Number two, make eye contact. Number three, say their name within your greeting.
Number four, provide a physical touch option or a personal space option.
Number five, have them point to a color. And finally, number six, whisper the secret word.
Let's get into the nitty-gritty of each step and why they are important.
Why should we greet them at the door? First of all, it promotes a sense of belonging. This is
especially important for students who have experienced trauma in their lives. Sometimes that trauma
leads them to feel like they are out of place in this world. Maybe they have been constantly
shuffled from one place to the next. They may live in an environment that doesn't provide them with
the attention they need. By being there at the door first thing in the morning and providing a small
amount of focused time for each student, you're sending a powerful message. In fact, there was a
study conducted by the Hamel Institute of Disabilities and it proved that greeting students at the
door increased engagement throughout the day and reduced disruptive behavior. Next up, why make eye
contact? Well, eye contact is one of the most important nonverbal communication tools we have
as humans. It can convey love, sympathy, and even a clear and silent warning. Eye contact in our
greeting needs to be inviting and accompanied with a smile for best results. This isn't your time to
warn your toughest students to not be naughty today because this isn't a check-in check-out
situation. This is your time to tell that student that you're going to start off by trusting them
today. There was a study published by Frontiers in Psychology that explored the relationship
between eye contact and conversation and people's ability to control themselves in social situations.
It proved that eye contact effectively helps them understand and follow social norms. We use the human
gaze to communicate and understand the intentions of others as well as their mental state. In another
study published by the National Library of Medicine, researchers clarified that the eyes of humans have a
unique design different from other primates that allow more subtle communication to occur. Our eyes
have a larger white sclera offsetting our dark iris which allows us to pick up subtle micro
expressions and differentiate between a slightly averted gaze and direct eye contact. Of course,
different cultures interpret eye contact differently. Japanese and Eastern cultures tend to take the
view that direct eye contact is inherently disrespectful and I'm not here to dissuade an
entire culture. So let's move on to part three of the six step greeting routine.
Saying the student's name is an integral part of the calm classroom greeting routine. You could
simply say good morning but it hits differently than if you say good morning Sarah while making
eye contact. I want you to go inward for a second. When someone greets you by name, what emotions do
you experience? When you hear your name in a positive way, it actually evokes an intense
psychological response. In a published study conducted by Carmody and Lewis in 2007, they concluded
that the left hemisphere of the brain was activated, particularly the middle frontal cortex,
superior temporal cortex and the cuneus when one heard their name in a positive way. The
middle frontal cortex plays a huge role in regulation of emotions, motivation and sociability.
When the temporal cortex is activated, it helps to regulate attention and turn on specific programs
in the brain geared to complete tasks appropriately. When the cuneus, which is part of the occipital
lobe, is activated, it's been proven to increase a person's inhibitory response to stimuli.
Ultimately meaning you are more prepared to be less impulsive when the cuneus is activated.
Wow, did you know that hearing your name could have such a huge effect?
Step four is to provide a physical touch or personal space option. When we provide a physical touch
option or a personal space option, we're meeting the needs of those who are sensory seeking and
also those who are sensory avoiders. What does this look like? My options are always the same
and they're hung outside of my classroom. Before entering the classroom, each child points to tell
me what they need each morning. My poster is divided in half down the center. This provides
students with a clear and consistent topography. On the left, I have physical touch options,
handshake, high five, hug, elbow bump, or fist bump. And on the right, I have personal space options,
three second dance off, air hug, finger wave, and salute. Sensory issues in children are a huge
topic that we'll be spending a lot of time on in subsequent episodes. So I'll just briefly touch
on it here. There are a variety of sensory processing issues a child might have that can
affect his or her time in a school setting. One of them is being under sensitive to stimuli.
These are the students that seek out rough housing, spinning, bumping, and the need to
feel pressure in order to feel regulated. These are the students that will more often than not
choose a physical touch greeting on the left side of the poster. On the other hand, we have students
who are overly sensitive to stimuli and often become dysregulated in situations that would
require physical touch or loud interactions. These are the students who will more often than
not choose a personal space option for a morning greeting. Like I said before, we will dive deep
into this topic later. So I'll leave it at that. Now, when I mentioned pointing to a color in the
six step greeting routine, you may have wondered, what's that all about? Color theory is a huge
part of the calm classroom approach. We believe that color and each color's unique energy and
wavelength have the power to change one's mood and help humans communicate or express their
emotions in a more abstract and meaningful way. This theory is taken from the artist and poet
Johann Wolfgang Gotte and also from the wavelength theory and science behind the spectrum of colors
in our world. No color is stationary, much like the human consciousness and the emotions we
experience on a daily basis. Therefore, using color as a tool to help express that emotion is a
more accurate representation rather than simply stating an emotion using a word label. The process
of associating an emotion with a place on the color spectrum needs to be modeled clearly several
times before having the students do this independently. First of all, you will need a way for students to
view color on a spectrum. This can be printed and laminated and hung from your classroom door so that
students can point to a color as they walk in. Let's talk color theory for a bit. When one sees the
color blue, they often feel tranquility, which is why we suggest having calming elements of muted
blues in your classroom. But when it comes to expressing emotion, we often associate blue with
sadness and loneliness. This type of melancholy blue is often a darker shade than what I would
recommend as classroom decor. It's also interesting because children will often have this
interpretation without even being explicitly taught this. When students walk into the classroom and
point to a dark melancholy blue color, it is your cue to understand that this child is feeling a level
of sadness. However, it's not your duty to ask any follow-up questions right then and there.
Remember, you're only spending 10 to 15 seconds with each child as they walk into the room. This is
not to say that you should not follow up later with a sticky note that says, want to talk about it?
With a checkbox next to two options, yes or no? Which is generally my go-to method when I notice
a student who is having a rough morning. Oftentimes they'll say no and that's okay, don't pry.
Okay, back to color theory. If a child points to a red hue, continue this same follow-up routine
because it generally means they're feeling anger or aggression. As you know, that red is also a
color that has been proven to stimulate appetite and hunger, which is why we don't suggest decorating
your classroom with this color. It can be very distracting. Once again, I digress. Now, if a child
points to a yellow or even a bright orange color, they are typically feeling euphoric or happiness.
Finally, our favorite color on the spectrum when it comes to education, green. When you have elements
of green in your classroom, it stimulates a feeling of harmony and peaceful focus.
We call this the ready to learn color. It's also another reason why we believe plants are such an
integral piece of calm classrooms. Last but not least, and this is my favorite part of the greeting,
is whispering the secret word to the student. Each day I choose a secret word. It needs to be
something that can stand out but isn't so outlandish that students may recognize it right off the bat.
For instance, if we're doing a lesson on South America later in the day, I might whisper the
word armadillo into each student's ear. They aren't allowed to repeat the secret word or
tell other students what the secret word is. When I say the word in my lesson nonchalantly,
students who hear it get up and start doing jumping jacks or sit-ups or dance. I choose a
movement and write it on the board before students enter for the day. Every time you say the secret
word in your lecture, the students have to get up and do whatever movement you have written on the
board. It makes for a really fun brain break but it also helps with long-term working memory and
listening skills. Don't expect to start the six-part greeting routine in the morning and have it be
perfected right off the bat. Remember, practice makes progress, so practice this routine every day
and eventually it will become like second nature to you and your students.
It's important to acknowledge that creating an emotionally safe classroom goes beyond physical
spaces and practices. It's about cultivating a culture of empathy, acceptance, and mutual support.
There are decisions you will have to make as a trauma-informed teacher
that some administrators might question. For example, I taught at a very trendy school a
few years ago that encouraged all teachers to embrace purely flexible seating in each classroom.
I pushed back on this immediately and ultimately needed to leave this school
because it didn't align with my beliefs. When it comes to trauma-informed teaching,
it's essential to provide students with a designated spot in the classroom.
While flexible seating can be beneficial for many students, those who have experienced trauma
often find comfort and security in having a consistent and predictable space they can call
their own. Furthermore, starting a trauma-exposed students day with a choice instead of a well
practiced routine first thing in the morning can lead to anxiety. This designated spot serves as a
safe retreat where students can regulate their emotions, process challenging experiences,
and engage in self-soothing activities when needed. When trauma-exposed children walk into a
classroom with purely flexible seating, meaning no assigned seating arrangements,
they start their day off in fight, flight, or freeze mode. The same thinking goes for
room transformations. It sounds so fun and such a great way to get students involved and immersed
in learning. And it is. But think about the student who experienced a time in their lives
with inconsistent living spaces. Maybe they didn't have a stable place to call home.
Maybe they were passed around from relative to relative or foster home to foster home.
Room transformations can cause anxiety for these children because what they crave is stability and
predictability. They want to know what type of situation they're walking into without having
to guess or dwell on it. I've had teachers push back on this regularly saying, well, they deserve
fun too. Remember, your first responsibility as a teacher is providing a safe environment.
If a predictable environment is safe for trauma-exposed children, then you must provide that.
Furthermore, trauma-informed teaching doesn't just mean being knowledgeable about teaching
practices that lend to a positive environment for students who have experienced trauma. It also
refers to being prepared for the way these students express themselves and the typical
behaviors that might arise throughout the course of the year. Being a trauma-informed teacher
doesn't mean you will eliminate these behaviors either. It means you will be prepared for how to
support the student displaying them. Throughout the next part of this episode, I've sought the
help of several professionals who have seen the effects of trauma firsthand in the school setting.
So how does trauma embody behavior in the school setting? It could look like emotional or reactive
outbursts. The child might experience chronic anxiety, which manifests in stomach and digestive
issues. Horting of food or supplies could become an issue. Students who have experienced neglect
or even a shortage of food or essentials in their life may start to hoard inconsequential materials.
In my time as a teacher, I've experienced three incidents of student hoarding. One of them was
with food. This was the most severe case. When you notice a student starting to hoard food, it may
not be because they have a shortage of food in their lives right now, but in the past they have
experienced the anxiety related to not having enough to eat and that latent trauma is eking out into
their present. It's important to have open communication with guardians about this to decipher
if this is a response to a current or a past trigger. Children may exhibit dissociation. Children who
have experienced trauma in their lives may dissociate during triggering events. Dissociation
occurs on a spectrum. It can be as simple as zoning out or it can feel as if you're having an out-of-body
experience. It affects working memory, attention and focus, and relationships with others. When
children continually use dissociation as a coping mechanism, they often do not learn how to regulate
their emotions during a crucial stage of development and this can have a negative effect on them later
on in life. Students who dissociate may often be described as having a flat affect.
Children who are in foster care or have been adopted may develop attachment disorders,
especially if their first two years of life were met with hardship, adversity or disruption.
This is a crucial time for children when they're learning how to form secure and healthy bonds.
What does an attachment disorder look like in the classroom? Students who have an attachment
disorder may form unhealthy bonds with their teachers and peers. They could be overly trusting
and loving or it could go the opposite way and they could be distrusting and unable to form
emotional bonds with anyone. Due to not forming appropriate bonds at a crucial age, they may
not know how to interact appropriately with staff and or peers, which may lead to conflict in school.
Furthermore, students who have experienced trauma may be delayed academically,
developmentally or socially. Complex early trauma may lead to deficients and
abstract reasoning skills or even language delays. Many students with these issues also have poor
executive functioning skills and require help with multi-step directions. A few other examples may be
acting out, speaking out of turn, not following instructions, trying to be the center of attention
and boundary issues, such as students being overly aggressive or affectionate.
What are some trauma-informed teaching practices I have in place in my class?
Number one, I always ask before giving a hug, handshake or high five and I never look sad or
defeated if they tell you they don't want to be touched. Smile and wave and tell them you value
their boundaries. Think back to our six-step greeting. I greet them in the morning and they
choose their greeting style. I always provide a personal space option. Number two, I provide a
mailbox called what I wish my teacher knew so that students can write to me and receive responses
rather than telling me things face to face. Many people aren't aware of this, but students who
have experienced repeated or chronic trauma from someone they see on a daily basis are typically
extra perceptive to micro expressions. They use this special talent to decipher the mood and
responses of the individuals they are around as a survival mechanism. The what I wish my teacher
new mailbox gives students a way to communicate about hard topics without the fear of in-the-moment
judgment. To sum it all up, here are some key trauma-informed teaching practices. Keeping a safe
and predictable environment. Establishing a physical environment that feels safe and predictable is
crucial. This includes having consistent routines, clear expectations, and structured classroom
spaces. Providing students with a designated spot where they feel secure can also be beneficial.
Building trusting relationships. Developing trusting relationships with students is foundational.
This involves showing empathy, being sensitive to students' emotions and fostering positive
connections through active listening and understanding. Understanding trauma triggers.
Educators should be aware of common trauma triggers and understand how they can impact
students' behavior and emotions. By recognizing triggers, educators can respond with sensitivity
and provide appropriate support when needed. Practicing mindfulness and self-regulation.
Teaching mindfulness techniques and self-regulation strategies can help students manage stress,
anxiety, and overwhelming emotions. This includes breathing exercises, guided meditation,
and sensory-based calming techniques. Providing choices and empowerment.
Offering students choices and opportunities for autonomy can empower them and enhance their
sense of control. This can involve allowing students to choose activities, seating preferences
occasionally, or how they demonstrate their learning. Using trauma-informed language.
Using supportive and non-judgmental language is essential in a trauma-informed approach.
Avoiding triggering language, providing encouragement, and reframing challenges as
opportunities for growth can positively impact students' self-esteem and motivation.
One example of this is using the word adult instead of mom or dad.
For example, please tell your adult about the homework assignment due tomorrow.
Remember, not all students have a mom or a dad.
Collaborating with support services. Collaborating with school counselors,
psychologists, and other support services is key in addressing students' emotional and behavioral
needs. These professionals can provide additional resources, strategies, and interventions
to support students who have experienced trauma. By incorporating trauma-informed teaching practices,
educators can create a learning environment that acknowledges and supports students' emotional
well-being, promotes resilience, and enhances overall academic success. Join us as we embark
on a transformative journey of empathy, connection, and resilience in the classroom.
Together, we can create a learning environment where students not only excel academically,
but also develop essential social-emotional skills that will serve them for a lifetime.
Stay tuned for an enlightening and inspiring chat in our next episode of the Calm Classroom.
Until then, continue teaching with compassion and patience.
This is Ellie Laird, signing off. Take care and stay calm.