WEBVTT 1 00:00:24.450 --> 00:00:37.830 I'm going to start my PowerPoint and my assistant Jenny is going to record and she will be breaking people out into breakout rooms. So make sure that when you're in a breakout room you unmute and your video is available. 2 00:00:38.970 --> 00:00:49.560 Oh, good. Some people did actually enjoy the extra information, GOOD, I'M GLAD IT WASN'T TOO MUCH. I will make sure that I send out a few more. Oh, somebody said they didn't get any 3 00:00:50.610 --> 00:00:50.940 Okay. 4 00:00:52.020 --> 00:01:01.800 All right, I will keep an eye on that and Jenny will keep an eye on the chat. I normally have multiple screens and today I'm working remotely. So only have one screen so 5 00:01:02.070 --> 00:01:07.230 I will do my best to make sure that I'm keeping an eye on everything. I'm going to share my screen with you. One moment here. 6 00:01:21.240 --> 00:01:29.220 Okay, able to see the PowerPoint now and we're going to go ahead and get started. You should have your book and your workbook with you. 7 00:01:29.640 --> 00:01:45.360 As people join on genuine tip, make sure that their microphones are muted. If they come on unmuted, and we will get started. So we're going to do another poll, this time. So on your lips screen share stuff. Sorry. 8 00:01:50.910 --> 00:02:08.370 So on your deal the top there is a annotate button you'll or it might be at the bottom of your screen. So on annotate you just pick a symbol or a text, and I want you to reply to this poll 9 00:02:09.480 --> 00:02:16.350 Tell me if you haven't thought about how to help others in the community raise awareness about childhood trauma, since our last session. 10 00:02:16.680 --> 00:02:27.540 Or thought seriously about it or have actually had conversations with others about it or made some decisions and have a plan of action. So annotate your answer, so we can kind of see where everybody's falling on here. 11 00:02:30.120 --> 00:02:35.670 That was my challenge to you after last time. Good. I've got a couple who've actually had conversations. That's awesome. 12 00:02:37.290 --> 00:02:37.860 Great. 13 00:02:42.810 --> 00:02:54.390 Day I see lots of people who are either thinking seriously about it, or who have actually had conversations regarding raising awareness that is really, really helpful. 14 00:02:55.020 --> 00:03:05.250 Good. My goal of this book study is to make sure that we're raising awareness in our communities. So it's a really great that that you guys are taking that action and moving forward. 15 00:03:05.640 --> 00:03:14.400 Okay, I'm going to clear it clear the chat and we are going to move on. So if you annotate now it's not going to show up. 16 00:03:19.290 --> 00:03:22.470 Except mine is still showing up. 17 00:03:23.790 --> 00:03:24.180 Okay. 18 00:03:27.180 --> 00:03:36.090 Okay, so we're going to start, I'm going to do a quick overview of some brain history with trauma. This was from your chapter three. Reading 19 00:03:36.420 --> 00:03:45.330 And please, if you have any questions, unmute and ask a question or type in the chat box and Jenny will make sure she lets me know we have a question, since I I can't see the chat box today. 20 00:03:46.530 --> 00:03:52.920 The brain basically is very flexible. It's plastic it's malleable and 21 00:03:53.280 --> 00:04:04.740 The neocortex is where our thinking brain is in the limbic system. This is where our hormone control mood memory. This is where our fight, flight, or freeze center of the brain is 22 00:04:05.400 --> 00:04:17.580 And if you go down to the very basic part of the brain and the brainstem. This is where the reptilian brain is and this is where we have our vital functions like breathing our heart rate digestion. 23 00:04:18.210 --> 00:04:29.160 It's about social Darwinism. Really, this is where self preservation lives. And the reason I wanted to point this out is because self preservation is where children go when they're experiencing trauma. 24 00:04:30.270 --> 00:04:32.010 So when we have 25 00:04:33.060 --> 00:04:37.830 Brain regulation when your brain is actually regulated and a student is 26 00:04:38.220 --> 00:04:50.940 See seeking something that is stressful or experiencing something that is stressful, we have what's called Top down control. So basically the stimulus comes in through the neocortex, the thinking part of the brain. 27 00:04:51.270 --> 00:04:54.870 And this person our student is able to rationalize what's happening to them. 28 00:04:55.230 --> 00:05:08.070 And they're able to control the situation before it moves to the limbic system or the reptilian part of the brain. So survival, the fight, flight, freeze is all control when students are in top down control. 29 00:05:08.730 --> 00:05:13.770 However, when they go into bottom up control. This is when we start seeing students who 30 00:05:15.120 --> 00:05:22.680 Pretty much have the common experiences, you're seeing in your room. This is where we probably have students who are swearing. 31 00:05:22.980 --> 00:05:29.280 Who are throwing chairs, who might have actually shut down and not want doesn't want to participate or say anything. 32 00:05:29.610 --> 00:05:41.670 They say there's that they're stupid. They say they don't understand. So when we're working from bottom up control a display heat related child is not thinking about choice. They're not thinking about 33 00:05:42.210 --> 00:05:52.560 Emotions, they are in survival, literally, because they're working from that reptilian brain through the limbic system that's where they're working from 34 00:05:52.800 --> 00:06:04.050 So they haven't even gotten to the rational part of their brain. Yet when they're working from this part. This is why students who experienced trauma tend to lash out and don't understand consequences guess 35 00:06:05.310 --> 00:06:05.940 Question. 36 00:06:07.290 --> 00:06:11.970 Maybe I hear somebody say someone's not muted. Could you please make sure you're muted. 37 00:06:14.550 --> 00:06:18.780 Um, I would like for you to look at page. 38 00:06:19.980 --> 00:06:22.950 34 in your textbook. 39 00:06:24.030 --> 00:06:29.490 It says there's a scenario about the eight year old boy who was arrested after violent attacks. 40 00:06:30.240 --> 00:06:48.150 And what were your thoughts about this scenario, you can share by unmuted. Or you can share by typing in the chat box. But what what were your thoughts when you read about this eight year old boy who was arrested and I'm gonna try to view my chat box here. 41 00:06:54.480 --> 00:07:03.210 Jenny, if you can hear me since I'm sharing my screen. I can't see the chat box. So you may have to just let me know if there's some comments that we need to review. 42 00:07:09.720 --> 00:07:12.750 Up there we go. I got it. You can see it now too. 43 00:07:18.090 --> 00:07:35.760 It didn't escalate quickly this little guy. It was all about recess. Have you ever had a child who just flips out when you say something simple to them that you think is simple, but they they go into a trauma response. 44 00:07:37.890 --> 00:07:51.810 Yes, the this definitely was not trauma informed practices, this kid was fighting. He was breaking down and he was eight years old and the police were called into the handcuffs. I found that very disturbing. 45 00:07:52.920 --> 00:08:02.850 So now if we look at the conversation from the book Heather for says if it would have gone this way, the teacher could have said, Billy. This is going to be hard. 46 00:08:03.930 --> 00:08:12.180 You're not going to like this, you're not going to recess today because of what happened earlier notice she's not the teachers not having this conversation until Billy. 47 00:08:12.480 --> 00:08:26.070 Is back in a regulated state, you could never start this conversation when Billy was dis regulated Billy does shout at the teacher. That's not fair. The teachers still stays calm and says, I know, I know it can't feel good. 48 00:08:27.150 --> 00:08:30.900 Forcing can't hear them and then 49 00:08:32.220 --> 00:08:32.580 Yeah. 50 00:08:34.470 --> 00:08:37.050 And then the teacher goes into 51 00:08:38.550 --> 00:08:46.650 I know it can't feel good. Billy goes back to, but it's it's my not wasn't my fault, which I'm sure you probably have all heard from your kiddos. 52 00:08:47.040 --> 00:08:56.730 That's their first response is, it wasn't my fault. I'm a teacher's continues to stay calm and she takes. She says, Let's sit here and talk this out. 53 00:08:57.870 --> 00:09:01.200 10 minutes now I know from your 54 00:09:02.460 --> 00:09:12.330 Your conversations that 10 minutes is tough 10 minutes out of your school day is hard, but would 55 00:09:15.180 --> 00:09:28.680 Would you say that taking that 10 minutes for your ability, who's out of control was worth worth taking that time out of your school day. I guess is what I'm asking. Rather than trying to 56 00:09:30.330 --> 00:09:37.500 Make it escalate. We had to clear your room and call the police and and then your whole day is just, it's just not not effective. 57 00:09:38.220 --> 00:09:43.590 We're going to look at our workbooks on page 28 your study guide page 28 58 00:09:44.460 --> 00:09:53.580 And basically, we're going to talk. I want you to talk in your breakout groups about this before. Jenny puts you in your breakout group, here's what I'd like for you to think about 59 00:09:53.910 --> 00:09:57.000 We're doing the apply section on page 28 of your study guide. 60 00:09:57.510 --> 00:10:05.250 And she's asking if you think that the teacher in the reflection is being too nice if she coddling the child. 61 00:10:05.550 --> 00:10:15.420 I want you to reflect on these four questions in your workbook with your group. Now if you're joining a breakout group from a large school like your whole team or something. 62 00:10:15.660 --> 00:10:23.580 Please unmute your mic because there are individuals in that group who may not have anyone to talk to and they may they may want to talk with you regarding that. 63 00:10:23.850 --> 00:10:34.920 So Jenny, is going to put us in our breakout groups, you'll have five minutes to talk about page 28 with your group, and as soon as your breakout group begins, we'll get started. 64 00:16:01.980 --> 00:16:04.200 People who get really irritated with the 65 00:16:19.110 --> 00:16:24.030 Hi everybody, we're back. I'm going to share my screen with you again. 66 00:16:27.570 --> 00:16:32.190 Thank you for participating in your breakout groups. Okay. 67 00:16:33.270 --> 00:16:40.080 So let's move on to chapter four developmental deficits. This is a very interesting chapter for me and I hope you guys 68 00:16:40.410 --> 00:16:46.470 Got a lot out of it as well. Before I talk about the slide. I want to talk to you about my book. I don't know if you can see, hey, 69 00:16:47.130 --> 00:16:56.670 I marked in my book from the reading this time there were a lot of things that connected with me, but in the book chapter four begins on page 39 and 70 00:16:57.180 --> 00:17:06.900 Really one of the first things I marked as where the author says healthy development is directly correlated to intimate and attuned relationship. The child has with us caregivers. 71 00:17:07.590 --> 00:17:17.850 Children who come from trauma or who have trauma in their home, do not have responsive caregivers to send in return, part of the brain is not being M. M. 72 00:17:19.080 --> 00:17:28.530 M influenced the correct way and those students are really, really behind developmentally because of that on the page with the 73 00:17:30.030 --> 00:17:47.010 skyscraper page 41 the author says we expect Billy to start at the fifth floor with his behavior has conditions, but he hasn't even gotten the first four floors built yet this development is that far behind his peer 74 00:17:48.090 --> 00:17:59.580 Um, another thing I marked on page 42 was this whole paragraph. I think it's the third paragraph down. It says, because an increase in cognitive development may be driven by survival. 75 00:18:00.570 --> 00:18:04.950 The abilities of our world tend to be more concrete and they're thinking 76 00:18:05.670 --> 00:18:23.490 live or die, he equates to black and white because black and white create safety, there can be no gray because in gray. There's no safety at Sun, certainly. And I think this was very important for me as an educator students who come from trauma. 77 00:18:24.480 --> 00:18:31.890 Can't it has to be black and white. If there's any gray. If your classroom is unstructured, or if there's unstructured parts of your day. 78 00:18:32.280 --> 00:18:39.960 Maybe they're really good for you in class, but they in the hallway when they're walking the music or when they go to pee or when they're in library. 79 00:18:40.200 --> 00:18:51.660 They don't have that safety feeling because structures have changed. Adults have changed expectations have changed. That's where the gray comes in and that is where students begin to feel 80 00:18:52.080 --> 00:19:02.970 Dis regulated. So Andy's development and as you can see in this slide. Everything was blocked one on top of the other. Everything had beautiful 81 00:19:03.420 --> 00:19:15.870 Building blocks foundation scaffolding the build on our ability, he's missing some things he may have some coffee abilities. Maybe his language ability is okay, physically, he's pretty strong. 82 00:19:16.170 --> 00:19:31.560 Emotional is not their social is not their academics not there. So Billy has all of these missing pieces in the same class with your hands. So this is where we get into being able to make sure that all of our structures and routines are actually 83 00:19:33.630 --> 00:19:45.330 Known and not there's nothing to guess about. So I'm going to ask you to share the chat box, really quick about how do you, here's my question for you. Your students in your class or in your school 84 00:19:45.540 --> 00:19:56.430 That do wonderfully when they're with you but tend to break down when they leave your structure and your safety don't use names, but go ahead and reply in the chat box. Please, I'm looking at chat right now. 85 00:20:06.360 --> 00:20:06.810 Yep. 86 00:20:09.630 --> 00:20:16.140 Can I repeat my question was, do you have children that when they leave the safety and structure of your classroom. 87 00:20:16.350 --> 00:20:28.800 Do they tend to break down. Do they tend to get in situations to where they're unstable like in the hallway or in specials, or at lunch or recess, where they're not in or they're in the gray they're acting out of the gray. 88 00:20:31.890 --> 00:20:44.460 You know, relationships, absolutely yes and and ladies and gentlemen who are on our chat today. This is why it's so important that we speak to our school communities and we get children. 89 00:20:44.880 --> 00:20:57.150 And we get our community to understand that it has to be black and white. If there's any gray area at all our kiddos are not going to be able to function as well. They're just not okay, I'm going to share my screen again. 90 00:21:01.710 --> 00:21:03.870 Okay, so 91 00:21:05.790 --> 00:21:09.150 If you'll turn to page 39 and 40 in your study guide. 92 00:21:16.050 --> 00:21:27.450 We are going to go to the apply section about students in your classroom that you either have now or have had in the past that can get dis regulated. 93 00:21:27.690 --> 00:21:36.330 So I'm going to put you in a breakout group again and through the supply section. I want you to use the name Billy for all your kids, male or female use Billy. 94 00:21:37.500 --> 00:21:46.590 In your own private book, you can write down a child's name and reflect privately about that. But if you're sharing information, please make sure you use a pseudonym of Billy. Okay. 95 00:21:46.890 --> 00:21:54.030 So if you're working in a breakout group and you're with a large group please keep your microphone and camera on. So the individuals can participate 96 00:21:54.240 --> 00:22:09.930 So we're going to go into another breakout section and we're going to do pages 39 and for me in our group okay 39 and 40 reflect on one of the students. You've had this year, or have had in the past. So Jenny, is going to put us in our breakout groups now. 97 00:27:33.390 --> 00:27:38.040 Jenny. I don't know if you can hear me. But the breakout rooms didn't quit like they were supposed to 98 00:27:39.870 --> 00:27:41.670 Can you have everyone join us back. 99 00:27:47.310 --> 00:27:48.060 There we go. 100 00:27:51.900 --> 00:27:55.950 Welcome back this way. I think for some of you that are coming in. 101 00:27:57.150 --> 00:28:02.190 For some reason the breakout rooms didn't, didn't end on time. But here we go, we're coming back. 102 00:28:15.510 --> 00:28:33.300 Okay, let's look at page 42 and your study guide about physical development. Okay. I want you, with your non dominant hand. I want you to write the responses in your book on page 42 so it says 103 00:28:33.780 --> 00:28:41.790 Now, put yourself in the experience ability rewrite the first three points listed on the previous page with the opposite hand so 104 00:28:42.180 --> 00:28:57.270 The three points on the previous page are Billy lacks motor skills noises and bright lights can trigger fear and sensory skills can be a bear barrier. So right that even just one of them with your non dominant hand and see what feelings that that you're coming up with 105 00:29:06.960 --> 00:29:12.180 I know for me, it was highly frustrating. And I said, This looks horrible. That was the first thing out my mouth. 106 00:29:22.050 --> 00:29:33.990 The point of this activity is for us to realize how much negativity streams through our subconscious and how Billy is constantly hearing those negative messages. 107 00:29:35.100 --> 00:29:47.760 Billy, does it really ever hear that he's doing well for himself, his self his record that's playing in the back is always that he's done, he's unable, he can't do it. Um, 108 00:29:48.990 --> 00:29:56.100 I want to bring out something that I read in the textbook on page 46 while you guys are looking at through that. 109 00:29:56.460 --> 00:30:09.570 I'm going to just talk. And while I'm talking, I would like for you to do the activity on page 43 and 44 with one of your own students while I'm reading some things from the book reflect on one of your own kiddos. 110 00:30:10.320 --> 00:30:25.050 On the textbook and page 46 it says due to early traumatic experiences Billy may still act like a toddler and their social development is that of a toddler because of the gaps in their, their 111 00:30:26.490 --> 00:30:27.690 Cognitive development. 112 00:30:29.010 --> 00:30:34.590 It says the child's interactions are self center and completely not acceptable socially. 113 00:30:35.040 --> 00:30:43.470 The description pertains not only two young kids, but many teenagers. So older kids, fifth, sixth grade junior high, also have these issues and 114 00:30:44.010 --> 00:30:50.910 It says some older children were never given appropriate guidance and we're not given experiences to move past the toddler stage. 115 00:30:51.390 --> 00:31:03.210 These children and I underline this several times, do not know how to make friends do not know how to show empathy, do not know how to wait patiently. 116 00:31:03.870 --> 00:31:14.820 Do not know how to communicate their anger in a healthy way do not resolve conflicts peacefully do not follow rules. They do not know how to maintain appropriate personal space. 117 00:31:15.450 --> 00:31:24.900 They do not know how to respond kindly when someone is heard. They don't maintain eye contact. They don't express themselves emotionally 118 00:31:25.320 --> 00:31:35.580 And they cannot tolerate the ups and downs of relationships. Those are still a few things that kids who have this emotional deficit are are lacking when it comes to development. 119 00:31:36.030 --> 00:31:45.060 So I hope you've had a little bit of time to complete some of this emotional activity. I'm going to let you work on that for just a moment, and then I'm going to move on to the next screen. 120 00:31:53.070 --> 00:32:03.450 Good someone unmute and tell me what your favorite portion of this developmental chapter was what did what struck out stood up to you. What was your favorite part. 121 00:32:23.760 --> 00:32:26.370 Okay, we're gonna move on to the next screen. 122 00:32:28.320 --> 00:32:32.160 Whoops, I want you guys to watch this video. I hope I can get it to go. 123 00:33:30.540 --> 00:33:40.530 I love that because it shows how kids who are emotionally regulated can change a situation that is from bad to good their belief system as positive 124 00:33:40.980 --> 00:33:50.310 Children who come from just regulated homes or who are just regulated. Most of the time, never are able to get their belief system to turn to be something 125 00:33:52.440 --> 00:33:57.870 Anything as positive as that. So let's look at chapter five. 126 00:34:01.140 --> 00:34:04.770 We look here, I can't remember if this is pretty good or 127 00:34:06.690 --> 00:34:12.660 It's in our book chapter five page 44 in your book. Maybe I'm wrong but. Yep. 128 00:34:14.580 --> 00:34:30.000 So it talks about the origin of our beliefs conception to birth and in this section of the textbook when it's talking about conception to birth. It says that our emotional belief system begins in the womb when we're hearing our mothers. 129 00:34:31.050 --> 00:34:35.940 What are your thoughts on that. I'm going to look in the chat box. I'm going to stop sharing my screen here. 130 00:34:48.360 --> 00:34:52.620 What the boy said at the end, by the way, is I'm the greatest picture and the world. 131 00:34:54.330 --> 00:35:07.320 So babies that conception to birth are can fill on wanted and unlovable, if the mother is in a depressed state. If the mother didn't love the pregnancy if the mother's going through trauma. 132 00:35:08.280 --> 00:35:18.030 Birth to two years old and the biological design for the child is to be literally connected to their mom literally that's what biology is supposed to do. 133 00:35:18.570 --> 00:35:26.340 Mother and child or what the book calls and Diane, a system of to that becomes one. Think about your children, who are your feelings. 134 00:35:26.940 --> 00:35:36.420 They feel like their burden they feel like they're in inconvenience. They feel like they're not wanted. They feel like they're not loved and that Diane becomes broken 135 00:35:36.840 --> 00:35:50.370 So that you too is supposed to be one is broken and now the child is left on his own birth to 10 years old the child is maturing the brain is developing, and this is where identity is really 136 00:35:51.300 --> 00:36:06.780 Coming out and a child and it's based on their belief system. So if a child gets from ages two to 10 their prior experiences and their self belief are going to shape their emotional 137 00:36:07.110 --> 00:36:16.410 belief system. So if you've been in the womb. You've been born and you've been in a relationship with a mother who isn't caring and responsive to your needs. 138 00:36:16.740 --> 00:36:30.330 You are experiencing that negative play in your mind that negative play goes on all the time and it it really helps our it disengages children when they're forming other relationships. 139 00:36:30.780 --> 00:36:38.160 If they're told negative messages they become have this negative message becomes part of their subconscious and it's a record that never, ever. 140 00:36:38.790 --> 00:36:55.110 stops playing one thing in the book said by the time a child is eight years old, he or she is typically told seven times more negative messages in their life than positive, and that is something that we can change as teachers. I'm going to go back to sharing my screen. 141 00:37:05.700 --> 00:37:09.720 Okay, so let's look at page 46 in your workbook now. 142 00:37:10.590 --> 00:37:14.490 I was gonna play a song, but I don't have one. I won't sing. Don't worry. 143 00:37:14.790 --> 00:37:25.950 But I'm gonna look at my watch, and I'm going to set a timer. So on page 46. These are reflective questions if you're working in a small group, feel free to talk it out. Otherwise, I just want you to take some time. 144 00:37:26.370 --> 00:37:36.480 About your belief system and negative beliefs that developed in your childhood, just do this a private reflection activity. I'll come back with everyone in about a minute. Okay. 145 00:38:58.080 --> 00:38:59.910 Come back together in 30 seconds. 146 00:39:17.970 --> 00:39:19.650 We're going to come back in. 147 00:39:21.990 --> 00:39:29.010 Okay, now this last breakout group is going to be an eight minute. So Jenny, make sure that you set it for eight minutes. Okay. 148 00:39:29.430 --> 00:39:36.540 We are going to go through pages 48 to 53 and your study guide. So I want you to talk about this. If you 149 00:39:36.840 --> 00:39:41.010 Have already completed it. Maybe you can talk about some parts of the book that stood out to you when you're in your 150 00:39:41.370 --> 00:39:54.060 breakout groups. This will be our last breakout group today so pages 49 or excuse me 48 to 53 you're going to work in your groups for the next eight minutes. So I'm going to let Jenny put us in our breakout groups. 151 00:47:03.870 --> 00:47:08.760 Just any might have to get everyone back. It didn't automatically bring us back again. 152 00:47:21.840 --> 00:47:35.310 Can you hear me. Yeah, apparently it's 40 it goes to seven minutes. And now there's an additional 40 seconds. So it's already a little close. Okay, thank you. You're welcome. Thank you. 153 00:48:00.480 --> 00:48:03.510 Alright. More minutes for everyone to come back. 154 00:48:11.610 --> 00:48:13.350 Welcome back everybody. 155 00:48:14.880 --> 00:48:24.630 All right. Thank you. All right, I would like for you to turn to page 56 in your workbook, please. And look at this cheat sheet. 156 00:48:27.600 --> 00:48:42.990 And please feel free to unmute here and let's talk about some of these statements, how can you use these when Billy is just regulated. If you think of ability you have today. How could you use one of these statements to help your Billy. Go ahead and unmute and share 157 00:48:53.430 --> 00:49:07.920 I think I use the help me understand what's going on a lot because that lets them know that I'm wanting to know their side of the story, their pain. What happened, and then I'm listening. And I think sometimes that's really all they want somebody to listen. Absolutely. Thank you. 158 00:49:14.070 --> 00:49:23.190 Very little. How can I help, they just they seem shocked by that and they kind of rethink kind of puts them in a different zones. 159 00:49:24.660 --> 00:49:25.080 Thank you. 160 00:49:26.160 --> 00:49:29.130 Get an apprentice Oscar them that they're not in trouble. 161 00:49:30.540 --> 00:49:44.970 That's so important and it's sometimes very hard to talk them down when they think they're going to get in trouble because you have to remove them to calm them down. And I think that removal automatically leads to trouble. So thank you for sharing that. 162 00:49:47.250 --> 00:49:49.290 I'm going to be print this and put it in my bag. 163 00:49:50.820 --> 00:49:53.040 Oh, good idea. I were you. 164 00:50:01.920 --> 00:50:07.230 I like the last statement. This next SELECT statement in the Cheat Sheet it says I can handle. 165 00:50:07.710 --> 00:50:21.930 Whatever you went through and whatever you're feeling and that's hard as as an educator to hold that weight of all of our kiddos. But just letting a kid know that they've got you in their corner. Sometimes this is all they need. It's all I mean 166 00:50:23.190 --> 00:50:27.330 I really like this cheat sheet. I haven't marked in my book as something to refer to 167 00:50:27.960 --> 00:50:33.960 Page 57 says nothing is 100% there's going to be days when even the best encouraging environment. 168 00:50:34.290 --> 00:50:45.510 With exactly the right supports and the positive relationship with the teacher is not going to work. I'm sure you've all experienced that. So it says to stay focused on the process, not the outcome. 169 00:50:46.200 --> 00:51:02.580 Healing takes time and there's no easy or quick fix. So if you've got a kid is 10 they've been living this life for 10 years actually since they were in utero. So even longer than that. So changing a lifetime and negativity for some of our students is about trust and love. 170 00:51:04.230 --> 00:51:13.650 And her little chart here and on page 57 is very helpful. It says there are times when nothing is working and I know you can probably all raise your hand. You've been there. 171 00:51:14.100 --> 00:51:24.870 Respond. The best you can and a loving and regulated way, love is offering without requirements of receiving and I love that for for our kiddos are experiencing trauma. 172 00:51:25.200 --> 00:51:32.940 That they just need to know that they can be loved, for who they are and then it says ability has been impacted by his chaotic life. 173 00:51:33.390 --> 00:51:46.290 He's going to have days that are chaotic difficult weather pastor current and he must be reminded that he's got a fight through that struggle so he he. We have to help them understand that this too shall pass. 174 00:51:46.770 --> 00:51:54.390 And allow ability to struggle and sometimes we want to shoulder littles and we want them not to be sad. We want them not to 175 00:51:55.320 --> 00:52:05.550 Experience experienced the pain, they're going through, but sometimes we just have to let them struggle a little bit and just know that you know what, when you come back to school tomorrow. It's all going to be a clean slate and we're going to start fresh from here. 176 00:52:06.540 --> 00:52:13.410 I really really enjoy chapter five. I thought it was a great, great chapter. I'm going to share my screen with you guys one more time here. 177 00:52:19.440 --> 00:52:20.100 Okay. 178 00:52:21.510 --> 00:52:32.880 Now, it looks like our next webinars going to be Tuesday, October 8 it's going to be at 3:45pm so I would like for you to read chapter six, seven and eight. 179 00:52:34.170 --> 00:52:43.200 And review the study guys for chapter six and seven, our focus for the next session, we're really just going to focus on the study guide chapter eight. 180 00:52:43.530 --> 00:52:51.780 So really kind of have those other two we might touch on them briefly but we're going to spend a lot of in depth time reviewing Chapter eight in the study guide. 181 00:52:52.290 --> 00:53:03.990 Again, I mean to be emailing you study guide or reminders with some videos and some reading for you to do. I'm going to stop my share and see here 182 00:53:04.890 --> 00:53:19.380 This is being recorded so we are going to send out the webinar recording as soon as our help desk is finished. So usually, that takes 24 to 48 hours. So I'll try to send it out. I hope you all got the email today that 183 00:53:19.890 --> 00:53:25.140 The college credit app is now up so you can you can take advantage of the college credit 184 00:53:26.040 --> 00:53:37.500 We have about four or five minutes left. And I don't want to keep you unless we all have, if you have something you'd like to share or something you'd want to put in chat. I'm happy to 185 00:53:37.860 --> 00:53:44.790 Take those questions and responses, but thank you all for your participation. I've been getting lots of positive feedback on this book study so 186 00:53:45.330 --> 00:53:54.330 Be looking for another one coming next spring. I'm looking to do another one in the spring. So anything that you'd like to share anything you need before we we log off for the day. 187 00:53:56.670 --> 00:54:01.920 Can you hear me, yes. Hey, are you said something about the college credit 188 00:54:03.150 --> 00:54:09.960 Graduate credit. Yes. Okay. The higher level. Okay. Yes. All right. Thank you. Uh huh. 189 00:54:14.850 --> 00:54:31.620 Um, someone asked if there's a deadline to sign up for college credit. I need you to get signed up for that class by the middle of next week. They need to know how many kids, kids. How many students are going to be in the class, you weren't kids. So if you next week would be great. 190 00:54:34.170 --> 00:54:41.130 Is it worth one credit. Yes, ma'am. Okay, one credit and there'll be required essay at the end of class. 191 00:54:48.330 --> 00:54:51.150 Good ready to see the great to see the feedback. 192 00:54:52.590 --> 00:55:02.520 You guys have a wonderful week. Keep doing all you can do for your abilities and I'm so happy that you've all joined us today. Have a great rest of your week. Bye bye.