September 28, 2016

Principal’s Update:

Sensory Processing Tidbits:

Everyone knows how passionate we are at Smithfield about meeting children’s sensory motor needs. Some of you may not know much about sensory processing, so each week I am going to include a little about the topic. Unless otherwise indicated, the information will be pulled from Sensory Processing 101 (Abraham, Heffron, Braley, and Dronjak, 2015).

  • Everyone has a sensory system that includes 8 systems. The purpose of the sensory system is to pick up all of the information around us and send the information to the nervous system.
  • Sensory processing is the way the body receives, analyzes, and responds to the signals it receives from the environment.
  • The brain can actually be REWIRED as an outcome of sensory experiences.
  • When children have Sensory Processing Disorder (SPD), their bodies do not organize and integrate sensory information properly. This makes it harder for students to respond appropriately to the environment.
  • When children have SPD, the may display confusing and sometimes negative behaviors.
  • MORE TO COME NEXT WEEK!

Brain Research:

Why do we work hard to ensure that students talk as much as possible throughout the day? Over the next few weeks you will learn more about WHY we do the things we do at Smithfield.

The brain is a social organ. Our brains require stimulation and connection to survive and thrive. A brain without connection to other brains and without sufficient challenge will shrink and eventually die—moreover, the modern human brain’s primary environment is our matrix of social relationships. As a result,close supportive relationships stimulatepositive emotions, neuroplasticity, and learning.

That’s why it pays for teachers tocreate positive social experiences in the classroom. From a neurobiological perspective, the position of the teacher is very similar to that of the parent in building the child’s brain. Optimism, encouragement, and giving someone the benefit of the doubt have been shown to positively impact performance—and so does a caring and positive regard for students. Promotingsocial-emotional learning programsthat decrease student conflict and create positive social climates in the classroom areinvaluable to learning.

Nine Things Educators Need to Know About the Brain, (Louis Cozolino, 2014)

7 Habits of Happy Kids:

We are finishing up our weeklong study of Habit 4. Everyone Can Win. I balance courage for getting what I want with consideration for what others want. I make deposits in others’ Emotional Bank Accounts. When conflicts arise, I look for third alternatives.