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Ms. Veto’s Classroom Edit display name

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Many of my students struggle with behaviors that are not conducive to learning. When they are escalated, agitated, anxious, or depressed, they are not able to access the curriculum. By providing a safe space and tools they can use to manage their emotions, they will be able to return to their classrooms sooner. In addition, they will learn strategies that help them manage their emotions, and they can use those new skills in the classroom. This safe space is intended to complement direct instruction in emotional regulation and social skills. The items selected address a variety of sensory needs. I selected fidgets, noise cancelling head phones to reduce sensory overload and to help the student focus, and weighted objects for sensory input and assistance with "grounding." A comfortable chair is also included to help students understand that using coping strategies is a valued skill instead of an afterthought or inconvenience during a crisis. Currently, students use office chairs when they come to my room. Two different visual timers were included. This will help them understand how much time they have left which will help them learn to manage their time independently. It will also ensure that their learning time is respected by letting them know that they cannot stay in the space indefinitely. Cleaning supplies were included because various students will use these objects regularly. Storage bins were included to maintain an organized space with these various objects. These DonorsChoose resources will be combined with what students are already learning and practicing. They can apply the strategies they are learning (mindfulness, deep breathing, recognizing their emotions, etc) in real time when they feel escalated. Other resources that are already available at school will be included in the kit such as feelings thermometers, crayons, paper, and writing material.

About my class

Many of my students struggle with behaviors that are not conducive to learning. When they are escalated, agitated, anxious, or depressed, they are not able to access the curriculum. By providing a safe space and tools they can use to manage their emotions, they will be able to return to their classrooms sooner. In addition, they will learn strategies that help them manage their emotions, and they can use those new skills in the classroom. This safe space is intended to complement direct instruction in emotional regulation and social skills. The items selected address a variety of sensory needs. I selected fidgets, noise cancelling head phones to reduce sensory overload and to help the student focus, and weighted objects for sensory input and assistance with "grounding." A comfortable chair is also included to help students understand that using coping strategies is a valued skill instead of an afterthought or inconvenience during a crisis. Currently, students use office chairs when they come to my room. Two different visual timers were included. This will help them understand how much time they have left which will help them learn to manage their time independently. It will also ensure that their learning time is respected by letting them know that they cannot stay in the space indefinitely. Cleaning supplies were included because various students will use these objects regularly. Storage bins were included to maintain an organized space with these various objects. These DonorsChoose resources will be combined with what students are already learning and practicing. They can apply the strategies they are learning (mindfulness, deep breathing, recognizing their emotions, etc) in real time when they feel escalated. Other resources that are already available at school will be included in the kit such as feelings thermometers, crayons, paper, and writing material.

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About my class

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