Monday, March 30, 2020

Lego Challenges

I will present students with a problem that they must work in small groups to solve. They are told the problem, the parameters and a list of resources, often Legos (why not?). These challenges are fun and a great way for students to apply and hone important skills such as problem solving, collaboration and communication. Here are some challenges that your child can do at home:

Minifigure Transport
Problem: Minifigure needs to get across the room. They are afraid of people (after all, compared to them we are HUGE!), so you cannot touch them. Your resources: Legos, rope and a pulley. Note: there are lots of different ways they could solve this problem, such as a zip line pictured above. Instead of a rope and pulley, you could give them rubber bands to create some kind of catapult. The options are endless! Whatever you have on hand will work. Allow your child to come up with the solution on their own. Trial and error, dealing with failed attempts are an important part of the process.

Partner Build
Problem: You must communicate using only your words. Partners sit back to back, each given the same Lego blocks. The first person has one minute to build something using the blocks. Next, he/she must explain to their partner how to build what they created. They will compare their work and switch roles. Note: for single child families YOU can be the partner! Debrief with questions such as: "What made this challenging?" "How did you feel when what you built did not match? What zone were you in?" and "What would make the task easier?"

Building Challenges
Use your supply of Legos to: build the tallest tower, a bridge that crosses a specified distance (i.e., between two tables) or that spans the farthest distance or can hold the most weight. Children can work on their own, with a partner or they could compete against each other.

Legos as Models
Have your child use their Legos to create models of known buildings or scenery: home, school, places they have traveled, amusement park, etc. They could recreate scenes or buildings from a book, show or movie.

For other ideas, check out:

I look forward to seeing what they build. Please send photos to: jstevenson@huusd.org.

Growth Mindset: Flexibility

Students across the grades have been learning about what is referred to as a Growth Mindset. Those of us with a growth mindset believe that our abilities can improve over time, that there are no challenges that we cannot be overcome, no problems we cannot solve. Having a growth mindset can have real benefits, particularly as it relates to learning and overcoming life's obstacles (like what we are experiencing right now!).

In the book, A Mindset for Learning: Teaching the Traits of Joyful, Independent Growth, the authors describe growth mindset as consisting of five stances: Empathy, Flexibility, Persistence, Resilience and Optimism. I will cover each of these in subsequent posts. Each post will include a brief explanation and some suggestions on how you can help your child grow this particular stance.

Flexibility
Flexible thinking is the ability to quickly switch gears and find new approaches to solve problems. It is giving people a chance to have it their way instead of having it our way all of the time. It involves working together to solve a problem. When kids are flexible, they tend to do better in social situations. It makes other people feel good and other kids want to be around a kid who is flexible.

To teach flexibility to your child, check out the suggestions from Encourage Play (click image):


As your child faces problems, challenge them to consider multiple solutions. Get them to think about the consequences of each and how others might think and feel. What is the best solution that would meet the needs of others? I would suggest using the "flexible" language: "Are you being flexible?" "What could you do to demonstrate a flexible mind?"

I will continue to post related resources as I find them. In the meantime, keep up the hard work!

(Source: Understood.org - 1, Understood.org - 2)

Friday, March 27, 2020

Local Resources, Part 2

I just wanted to make you aware of resources that are not Mad River Valley specific. This list will be updated as additional resources are brought to my attention and/or made available.
  • General assistance and information: call 211
  • Washington County Mental Health Crisis Services: (802) 229-0591
  • National Suicide Hotline: text CONNECT to 741741 or call (800) 273-TALK (8255)
  • Domestic Violence and Sexual Violence: (877) 543-9498
  • Outright Vermont: (802) 865-9677, support for LGBTQ youth
  • Substance Abuse and Mental Health Services Administration: (800) 662-4357

Physical Activity...So Important!

Regular, daily physical activity is so important for children and adults! The benefits are numerous, to many to cover here, especially during times of increased stress. Be it indoors or outside. I have been doing my planks each morning and going on walks around Montpelier, where I live, in the evenings. (Side note: the city is so surreal. Very quiet, almost desolate. People avoiding each other, crossing the street, changing directions, etc.)

If you are looking for exercises to do with your child, check out the YouTube channel from the PE teacher at Moretown and Waitsfield, Ally Bataille (linked below). She is planning on posting videos regularly. You can subscribe and her new videos will magically appear in your inbox!

Lastly, keep in mind that physical does not have to look like an exercise routine. Anything that get your body moving is important. I even count vacuuming!

Ally Bataille's Workout Extravaganza! (YouTube)

Wednesday, March 25, 2020

Games to Improve Executive Functioning Skills

Looking for ways to spend the time at home with your family, perhaps a much-needed reprieve from the negative reports that permeate the news and social media feeds? (Tip: if you can, avoid excessive exposure to media coverage.) If so, check out the following options for games that are fun and build executive functioning skills. Most are available from Amazon.

Executive function is a set of mental skills that including working memory, flexible thinking and self control. We use these skills every day to work, learn and manage daily life. It enables us to plan, focus attention, remember instructions and juggle multiple tasks simultaneously. It is the cognitive part of self regulation.

Games to Improve Executive Functioning Skills (Pathway 2 Success)
Best Learning Games for Kids: Boost Their Executive Functioning Skills (Nurture Thrive)
8 Games That Can Improve Your Child's Executive Functioning Skills (Understood.org)

(Source: Understood.org)

Problem Solving: Size of Problem

Note: I had planned on posting mini lessons for you to do with your child at home. I am rethinking this idea. The last thing I want to do is add more to your plates, even though it is optional. Instead, I will share information and end with how you could apply it at home. I will also try to limit my posts to <2 per day to avoid overwhelming your inboxes!


Students have learned how to categorize problems into three sizes:
  • Small: problems they can fix on their own, without help (i.e., you break your pencil).
  • Medium: problems that require some help from an adult or peer and do not require immediate attention (i.e., you spill milk on the floor).
  • Large: problems that require immediate help from an adult, usually around issues of safety (i.e., someone threatens to hurt you). 
Figuring out the size of the problem is the first step in being able to match the reaction. The problem size should match the size of the reaction:
  • Small: I can fix this problem myself. What are some options?
  • Medium: I need some help, but it does not have to happen right away. Who could help me?
  • Large: I need help from an adult right away. Where is the closest adult?
How could you use this at home? You could adopt the size of problem language. For example, if your child seems to be overreacting to a small problem, start of by helping her use some calming strategies such as taking deep breaths. Once relatively calm you might ask, "I wonder if this is a small, medium or large problem? It seems like a small problem that I am believe you can solve on your own. Let's see if we can brainstorm some possible solutions." 

You could also talk about how a large reaction to a small problem causes the problem to grow. For example, your child gets frustrated with an assignment and throws their Chromebook on the floor and it breaks. 

Please let me know if you have any questions about these concepts. I am always just a phone call or email away: jstevenson@huusd.org, 583-7876.

For other resources, check out the following:

Tuesday, March 24, 2020

Words of Wisdom from Winnie the Pooh

This warms my heart. 💙 I hope all of you are doing what you can to stay healthy. I am planning on reaching out directly to the families of children I meet with regularly, email at first and then by phone. In the meantime, do not hesitate to reach out. I am here to help. jstevenson@huusd.org, 583-7876.

Time to Come in Bear: A Story About Social Distancing


Struggling with how to explain understand "social distancing" to your child? If so, I came across the video above on my Facebook feed. Check it out and watch it together. You continue to be in my thoughts. Please let me know if I can help in any way: jstevenson@huusd.org, (802) 583-7876.

Monday, March 23, 2020

Exercise and Self-Regulation

Self-regulation is the ability to manage and respond to our emotional experiences. It is the ability to calm down when upset or cheer up when feeling down. When a child experiences a lack of self regulation, they are unable to diffuse their negative emotions. These emotions can take control leading to over-the-top reactions, outbursts or meltdowns. A lack of self-regulation skills cam also make it difficult for a child to cope with stressful life experiences.

One way to improve self regulation is through regular, daily exercise. For ideas, check out the following (click image to view larger):

Other resources (thank you, Ross Greene!):

Focus on What You Can Control

Focusing on what we can control, I know it is easier said than done. It can go a long way, though, to helping us cope in these unsettling times. It is a great strategy for both children and adults. Click the image above to view a larger version.

Zones of Regulation Book Nook



I am a big fan of using literature, picture books in particular, to teach social skills. Just ask your child, I frequently use read alouds in wellness classes, small groups and when working individually with students. Check out the Zones of Regulation Book Nook for great resources to introduce and reinforce the Zones self-regulation concepts. Interested in checking out a title? If so, please let me know! I will figure out a way to get it to you in some form (digital perhaps?).

Saturday, March 21, 2020

Zones of Regulation

We have been talking about and utilizing the Zones of Regulation to support students with self regulation. Through Zones, students have learned how their bodies provide them with clues that can help them identify how they are feeling and how they can manage their emotions using a variety of strategies.

Instead of overwhelming you with too much information all at once, I will post regularly with Zones resources. In the meantime, ask your child what they know about Zones. Allow them to take on the teaching role with you as student. I look forward to hearing what they remember!

Here are some Zones-related resources:

30 Day Lego Challenge


As many of you know, I am a huge fan of Legos. I use them to engage with students and teach them important social skills such as effective communication and problem solving. I came across this 30 Day Lego Challenge on Facebook. With a different build each day, this could be a fun distraction for your child, providing a creative outlet and a way to manage their worries. If you are willing, I would love to see their creations! Email photos to jstevenson@huusd.org.


(Source: East Elementary - Jefferson, WI)

Tuesday, March 17, 2020

How to Reach Me (and Please Do!)

Please do not hesitate to reach out if you need any help, support or guidance. I will be regularly checking my email (jstevenson@huusd.org). You can also leave a message on my voicemail (583-7876). I will do my best to respond within 24 hours.

How to Create an at Home Schedule



Not being in the classroom doesn't mean students should stop learning, and maintaining a regular, consistent schedule is important for managing anxiety and making their eventual return back to school a little easier. The schedule below is from Jessica McHale Photography - you have likely seen it on Facebook. Click image to view the full schedule. 


Other resource:

COVID-19: Online Resources for Families

Coronavirus - COVID-19


Helping Your Child Manage Anxiety


  • Talk to your child about anxiety, what is happening in their body and why it happens. Many children and young people don’t know what they are feeling when they are anxious, and it can be very frightening and overwhelming. 
  • Help them to recognize anxious feelings so they can tell when they are becoming anxious and can ask for help.
  • Tell your child it will be okay, and the anxiety will pass. It can be helpful to describe the anxiety as a wave to ride or surf that gets smaller after it peaks.
  • Get your child to breathe deeply and slowly. (See: Deep Breathing Exercises for Kids)
  • Distract them by focusing on something else. Engage them in an activity that they typically enjoy doing. 
  • Calming visualization: Help your child imagine a safe place - somewhere that they feel relaxed and happy. It may be a grandparent’s or friend's house or a holiday beside the sea which they can picture when they are feeling anxious. 
  • Progressive muscle relaxation: Most kids tense their muscles when feeling anxious. A simple two-step process helps children learn to use their muscles to relieve the physical stress they experience when anxious. 1. Tense a specific muscle group (e.g. arms and hands or neck and shoulders) and hold for five seconds and 2. release the muscle group and notice how you feel. Work head-to-toe to better understand all of the muscles affected by anxiety. 
  • Get to the basics: Make sure your child is getting enough sleep, is eating healthy, drinking plenty of water and has consistent opportunities for physical activity and outdoor time.
  • Another resource to check out: Calming Anxiety in Children
(Source: Psychology Today, Pyscom, Young Minds)

Signs of Anxiety in Children


Some common changes to watch for include:
  • Excessive crying or irritation. 
  • Returning to behaviors they have outgrown (i.e., bedwetting). 
  • Excessive worry or sadness. 
  • Unhealthy eating or sleeping habits. 
  • Irritability and “acting out” behaviors in teens. 
  • Poor school performance or avoiding school. 
  • Difficulty with attention and concentration. 
  • Avoidance of activities enjoyed in the past. 
  • Unexplained headaches or body pain. 
(Source: CDC)

Supporting Your Child Through COVID-19


  • Take care of yourself: Take steps to make sure your needs are being met by other adults. Avoid voicing your emotional concerns in front of your children and be sure to monitor your own stress and anxiety levels around your children. If you're feeling anxious, give yourself time to notice and process those feelings so that you can be fully present.
  • Use age-appropriate language: For example, “a new germ that we don’t know very much about”, “we are doing everything we can to keep from getting sick.” When your children ask questions, answer them to the best of your ability, using words and concepts that are appropriate for their developmental stages. Likewise, be sure to create space for questions your children might have.
  • Share family plans: Talk about what you are doing to stay healthy such as washing hands, cancelling vacations, avoiding places with lots of people and staying home if you aren’t feeling well. You can also reassure them that very few children have been sick and if they have been, their symptoms have been mild. Children are comforted by feeling a sense of control and by having predictability in their lives.
  • Maintain routines: Stick to regular activities and routines for things like meals, naps, baths and bedtime. This increases predictability for kids. Spend time doing activities that promote calm in your family like reading together or getting outside for a walk. Children will be comforted by spending special time with you.
  • Provide reassurance: Reassure children that the adults are managing the situation and that you give them permission to be children.
  • Limit media exposure: This may include monitoring and appropriately limiting your own exposure to anxiety provoking information.
(Source: Psychology TodayThe Conversation)

MRV Community Resources

  • Mad River Valley Food Shelf: (802) 496-2830 or (802) 496-9709 
  • Meals on Wheels: (802) 496-2543 
  • Mad River Valley Interfaith Council: (802) 839-8195 or (802) 461-6241 
  • Free Wheelin’ (free transportation): (802) 249-3427 
(Source: The Valley Reporter)


Zones of Regulation - Body Clues

In wellness classes students have learned the physiological cues our bodies give them to help them figure out what zone they are in. This in...