2. Chapter 8 Reaching and Teaching Children Who Hurt: Strategies for Your Classroom (Craig, 2008)

3. “ Characterized by respect and supports capable of taking over when children’s coping skills fail” (Craig, 2008) “ Caring adults who help students acquire the social, emotional and physical resources they need to succeed” (Craig, 2008)

4.  Rather than focus on fixing or controlling behavior problems, they work with students to build on their strengths to revise their explanatory style.  http://www.psychology.iastate.edu/faculty/caa/Scales/ASAT4.pdf http://www.psychology.iastate.edu/faculty/caa/Scales/ASAT4.pdf  http://www.youtube.com/watch?v=q8UiXudooh8 http://www.youtube.com/watch?v=q8UiXudooh8 Provide easy access to supportive adults to help solve problems Give children the opportunity to participate in decisions that affect their day-to-day functioning

5.  A team approach is used to identify and define a limited number of behavioral expectations that children and staff work on together throughout routines of the day Discuss routines and expectations using clearly defined and consistent language

6.  Direct instruction on the code of conduct and expectations School-wide acknowledgment when children succeed at meeting the expectations Feedback from children and observations of their performance Data from children and teachers are used to change environments and adjust levels of support

7.  Make staff available to greet children as they get off the bus or stand in hallways during passing time Adopt block scheduling to reduce transitions Build opportunities for physical movement and stress reduction into the classroom activities http://www.youtube.com/watch?v=QPwLF6U7F44&feature=related http://www.youtube.com/watch?v=QPwLF6U7F44&feature=related Create routines and templates that sequence the steps in routine tasks Identify activities or times of the day that are stressful for individual children (Open the “Stress” PDF file on the Wiki page for strategies on managing stress)

8.  Incorporate wellness programs to teach students how to manage stress Ask staff to draft safety plans that list the steps they will take when they find themselves in challenging situations Actively intervene to stop stereotyping and teasing Notice and acknowledge acts of kindness Use team meetings to talk about any counter aggressive feelings you may be having toward your students to help you cope with the situation

9. Incorporate differentiated instruction http://www.ldonline.org/article/263:// http://www.slideshare.net/blukens/differentiated-instruction-presentation- 3768054

10.  Use writing assignments that ask children to respond to events in a story from other points of view Teach conflict resolution techniques Model and explain prosocial behaviors Engage students in meaningful service to others (Big Brothers Big Sisters, or other community groups) Conduct talent hunts to help children identify their strengths

11.  While language and cognitive development varies with each child, there is no question that positive daily reinforcement from you as a teacher can and will make all the difference. You, the teacher, can be the "super model" for improving your student’s academic, social, and emotional development. Taking the time to put strategies into action especially for those at risk can give make all the difference in their future success!!!

12.  Reaching and Teaching Children Who Hurt, Strategies for your classroom, Susan E. Craig  Challenges Affecting Children Today: Educators Managing Adolescent Societal Issues, The Connecting Link