First Lens
In the ARC framework, behavior can stem from Blank or Blank
What is...Lack of safety or an unmet need
Our brains are wired to Blank, not Blank.
Survive not thrive.
What is impacted systems of meaning?
What is... we interpret our future events based on our own past experiences.
Why may we not be conscious of how are experiences influence us?
Because it has become so automatic.
What does the term school -to-prison pipeline correlate with?
High correlation between student suspensions to the criminal justice system.
How can we support a child's safety concerns?
What is this person's answer?
What factors determine capacity for healthy behavior?
Physical health and secure attachments.
What two situations influence how we react in current situations?
Stressed states and unpredictable settings.
We tend to access our systems of meaning in a state of stress, when we are?
What is dysregulated?
How might our systems of meaning cause discrepancies between expected distributions and actual distributions?
Discussions Page 40
How can we support a child's unmet needs?
What is this person's answer?
What factors may inhibit children's brains from fully developing as they should. Name one.
What is trauma, genetics, toxic or negative environmental exposures or the way they were cared for pre-and postnatally.
DAILY DOUBLE
I was impacted by mice when I was young.
Having systems of meanings does not make us intentionally hurtful or prejudiced, it makes us what?
Human.
What is an example of a fear-based system of meaning?
Think of persons with cognitive challenges. Page 41
When a student's downstairs brain is in charge, it disrupts what two capacities?
What is the disruption for capacity to learn and retain?
What is the resultant factors of children being over-dependent?
Developmental delays. Lack of self confidence, self-esteem. Social skills lacking.
When do systems of meaning begin to develop? When do they end?
They begin to develop in early childhood. The continue throughout our adult hood.
Name the two eye-opening truths from chapter 2.
1. We construct an explanation for children's behaviors based on our own experiences.
2. Our systems of meaning contribute mightily to the ongoing problems that exist in our education system.
Page 32
Provide an example of Name to Tame.
Page 48 -
Name a perceived threat and how we can support a student through it.
DAILY DOUBLE. Every one who has not answered a question may provide an answer. I thought of test anxiety. I would do a practice test and provide the answers like those in the back of some curriculum books. Relieve the stress.
Name one way that we can support a child support a child who has a diagnosis of Autism and does not read social cues?
There are too many to consider. Low lighting. Stay away from their face. Praise any attempt at communication. Provide sensory tools. Remember that "perceived" behaviors may be a result of over stimulation and concrete logic. Deb Lipsky successes. Fire and Water.
How do systems of meaning contribute to the ongoing problems in our education system?
What is a discussion in a room full of brilliant people?
Negative Systems of meaning in practice do not need to be physically experienced, it may be the result of something witnessed. Look at the perspective of the following: Student, Parent/Caregiver, Teacher, Support staff or Leader
Page 34 and 35. I underlined the comments that I have heard personally. How do we turn this around? How do we address this negativity?
What is your comfort level with...
Read page 43 and self-reflect on how you may want to rethink your support to each of these persons. What if you cannot? What do you do?