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Stress Management Tactics for Educators

When stress is reduced in the classroom, students become more receptive to instruction. Students who have neurobiological brain disorders (ADHD, depression, bipolar disorder, and anxiety disorder, etc.) are even more adversely affected by stress. The following are useful, practical suggestions to help educators lower the stress level in the classroom environment. These ideas may also work at home as well.

1. Have a predictable routine - Knowing what to expect and when can reduce stress for a lot of children. Presenting the schedule visually is a good idea. The student could have a schedule with checkboxes taped to his desk and check off activities as the day progresses. If the schedule must change unexpectedly, let the student mark out the current item and list the new activity on his schedule.
2. Get students moving - When under stress, some students engage in undesirable, unwarranted actions. Allow for short de-stressing breaks throughout the day. Movement is a good stress reducer. Moving large muscle groups and increasing respiratory rates will alter blood and brain chemistry.
3. Talk about it - Talk individually with students having the most difficulty and try to find out what he/she finds stressful and why. Some students may be more sensitive to light than others. Some children are especially sensitive to noise, crowding, or certain smells. Design a plan to minimize those stressors.
4. Graceful exit plan - Have a plan in place that allows the student to leave the classroom when he/she is beginning to feel overwhelmed by stress. The student could use a secret signal or hall pass to let the teacher know he needs to go to a predetermined location/"safe" person. The main idea is for the student to help manage his own symptoms and not be penalized or embarrassed.
5. Debriefing - Schedule a time at the end of the day for debriefing on how the day went, how successes can be duplicated, and how problems can be reduced or solved.
6. Encouragement - Reward all success, no matter how slight. Do not wait until total success is achieved but acknowledge small positive steps.
7. Educate the entire class - Teach students about differences, especially those differences that are due to health conditions. Remove the stigma of mental illness by teaching the proper words to use in describing these disorders.
8. Alternative plan for "bad" days - When the disorder is too disruptive for the student to function well in class, have a backup plan that allows him to work alone, in the library or elsewhere in the building. Sometimes just being removed from distractions can be helpful. A calming activity, like shelving books in the library, can work wonders for a child with OCD.
9. Watch those unstructured situations in school - Bathrooms, hallways, and buses can present a number of challenges for some students. Develop a plan that allows the student to navigate the situation with a minimum of stress. Teach and rehearse ways to deflect negative comments from other students.
10. When a student's feelings are intense, his/her thinking is impaired. Language becomes an irritant. Any and everything you say at that time will be taken as negative, so wait until the student has calmed down. Then you can discuss the situation and deal with having the student make reparations if necessary.

Sources:

"Top Ten Stress Management Tactics for Special Educators" by Sally Pisarchick
"Teaching Strategies - Managing Stress" by Diane Weaver.

 

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Assertiveness and Effective Parent Advocacy by Marie Sherrett

I find that parents of children with special education needs come in several categories: pacifists or those who gets things done; clinging vines or parent advocates; silent victims or fighters; dreamers or crusaders; waiters or initiators; bombshells or assertive parents; and appeasing compromisers or action heroes. Which are you?

Parents are not assertive if they -

• Beat around the bush or fail to describe problems;
• Feel guilty or are afraid to be vocal;
• Agree with professionals to keep peace;
• Ignore the right to services or leave everything to others;
• Accept excuses for inappropriate or inadequate services;
• Beg for what the law says a child should have;
• Abdicate to others the right to advocate for a child;
• Depend on others to advocate or give up because of red tape;
• Are too hasty to act or fail to act;
• Accept the status quo or give in to defeat;
• Are uncomfortable with accomplishments;
• Discourage their child from having hope for success.

What do you do?

Assertive parents -

• Express themselves clearly, directly and without guilt;
• Are not intimidated;
• Prepare for meetings;
• Stay together;
• Are informed and keep records;
• Collaborate;
• Effectively communicate;
• Demonstrate self-confidence;
• Advocate effectively;
• Are self-reliant and independent;
• Persist;
• Analyze problems;
• Organize to effect change;
• Are positive and strong;
• Have pride;
• Encourage others and hold people accountable.

Does this describe you?

Advocacy helps you get services for all special education children in the least restrictive environment. Then you can participate, plan for educational programs, and get legislation passed. Advocacy opens new doors so children may become part of the community. Advocacy knocks down barriers and prepares children for independence.

To meet others, you can: Publish a letter or article for your local papers, pass out flyers at school; organize public meetings; encourage volunteers; plan; have goals and objectives; talk to the media (I love to do this!). None of this is easy, but the rewards can be fantastic!

Remember: Parents put together Public Law 94-142. Parents who vote urged Congress to pass the law that became the Individuals with Disabilities Education Act. You can make things better for the next generation without filing for due process. How? You must learn the art of persuasion, advocacy-style!

There is both safety and strength in numbers. If you can go over a hill and change a classroom, you can go over a mountain and change a state's respite care services, early infant and toddler program, inclusive educational situations and training manuals. There is no end to the positive changes one parent can achieve! Together, we are more powerful!

Now these things cannot occur overnight. But if a parent says to me, "What can I do? I'm only one person," I say, "You have no idea the power you have."

In five years, our Chapter made local and state changes. None of our parents felt alone. You, too, can change the world for those with special education needs and disabilities.

Am I asking a lot? Yes, I am. I am asking you to learn, read and network. You must take these steps for your children and the children who will come along behind your children.

Marie is a parent professional from Maryland who has been a legal secretary since 1972. She has extensive experience advocating for children with autism. She is Past-President of the Prince George's County, MD, Chapter of the Autism Society of America. Her media interviews include CNN, local news stations, NPR's "All Things Considered;" Washington Post, Baltimore Sun, and FoxNews.com.

(Reprinted with permission from author. See www.wrightslaw.com for more information on parent advocacy.)

 

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Symptoms of Inner Peace

• Tendency to think and act spontaneously rather than from fears based on experiences from the past.
• The ability to enjoy each moment.
• Loss of interest in judging self.
• Loss of interest in judging other people.
• Loss of interest in conflict.
• Disinterest in interpreting actions of others.
• Loss of ability to worry.
• Frequent episodes of appreciation.
• Contented feeling of connectedness with others and nature.
• Frequent attacks of smiling through the eyes of the heart.
• Increasing susceptibility to love extended by others as well as the uncontrollable urge to extend it.
• Increasing tendency to let things happen rather than to make them happen.

Source:

"How to Heal Yourself: The Curing Power of Hope, Joy, and Inner Peace," from Peace, Love, and Healing by Bernie Siegel, Harper & Row, 1989.