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Ms. Rothman’s Classroom Edit display name

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My 30 kindergarteners are having difficulty learning the physical, social and emotional skills that make it possible for them to focus and attend to their academic skills. Covid-19 lock-downs created social isolation, restricting students from physically and emotionally engaging with other children. Before my students can learn the academic skills and knowledge they need, I need to help them learn how to be empathetic and regulate their nervous systems. Learning about mindfulness is just one way I help my students understand their ability to control their minds and bodies. We learn the 4 main parts of our brains (pre-frontal cortex or PFC is where we need to learn; hippocampus is where we store all our learning; the RAZ is the filter we use to keep out distractions; and the amygdala which helps us know when we feel safe or not). I have a large rug that accommodates all 30 students during large group-time. We are packed together and many of my students have a hard time sitting short periods of time without reaching out and touching other children. I will use the seating choices I’ve made (wobble cushions, floor seats, and seating squares) to teach my students what their brains tell them they need to remain mindful and self-regulate in a large group. My students’ emotions are very close to the surface and hard for them to control. I use mindful breathing and movement activities to help them understand and connect with their emotions moving from their amygdala to their pre-frontal cortex, the part of their brain that helps them remain mindful. The sensory and emotion tools I chose (emotion sorting boxes, sensory beads, sensory viewers and wonder wands) are another tool they can use themselves to help them learn self-regulation.

About my class

My 30 kindergarteners are having difficulty learning the physical, social and emotional skills that make it possible for them to focus and attend to their academic skills. Covid-19 lock-downs created social isolation, restricting students from physically and emotionally engaging with other children. Before my students can learn the academic skills and knowledge they need, I need to help them learn how to be empathetic and regulate their nervous systems. Learning about mindfulness is just one way I help my students understand their ability to control their minds and bodies. We learn the 4 main parts of our brains (pre-frontal cortex or PFC is where we need to learn; hippocampus is where we store all our learning; the RAZ is the filter we use to keep out distractions; and the amygdala which helps us know when we feel safe or not). I have a large rug that accommodates all 30 students during large group-time. We are packed together and many of my students have a hard time sitting short periods of time without reaching out and touching other children. I will use the seating choices I’ve made (wobble cushions, floor seats, and seating squares) to teach my students what their brains tell them they need to remain mindful and self-regulate in a large group. My students’ emotions are very close to the surface and hard for them to control. I use mindful breathing and movement activities to help them understand and connect with their emotions moving from their amygdala to their pre-frontal cortex, the part of their brain that helps them remain mindful. The sensory and emotion tools I chose (emotion sorting boxes, sensory beads, sensory viewers and wonder wands) are another tool they can use themselves to help them learn self-regulation.

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