Tag Archive for: teachers

CPR Saves Lives

When Seconds Count, CPR Saves Lives

Observed every June 1-7, CPR and AED Awareness Week spotlights how learning CPR can save lives. In fact, according to the American Heart Association, it can double or even triple a person’s chance of survival. Just last month, a neighbor performed life-saving CPR on a 4-year-old boy with autism who wandered into his apartment complex and jumped in the pool. Kudos to the 12-year-old who witnessed the incident and immediately ran to alert his father.

So this week, we invite you to help us celebrate CPR and AED Awareness Week by learning Hands-Only CPR. It only takes two simple steps and adults and teens alike can easily learn.

  1. Call 9-1-1
  2. Push hard and fast in the center of the chest until help arrives

Wondering if you’re doing it properly? Make sure you’re pushing on the chest at a rate of 100-120 compressions per minute. Many people find that learning Hands-Only CPR is easier if they learn it to a song that shares the same number of beats per minute. Examples include: 

  • “Stayin’ Alive” by the Bee Gees
  • “Crazy in Love” by Beyoncé featuring Jay-Z
  • “Hips Don’t Lie” by Shakira
  • “Walk the Line” by Johnny Cash

Share your favorite song that helps you perform Hands-Only CPR by tagging us on social media.

And remember, CPR training is not mandatory for teachers in every state. Similarly, not all states have laws in place that require students to learn CPR before they graduate high school. So, it’s important to encourage your school community to get involved…especially when every second counts!

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7 Ways to Celebrate and Thank Teachers this Teacher Appreciation Week

Safe and Sound Schools is proud to celebrate Teacher Appreciation Week – an opportunity for communities to come together to recognize the important work teachers do in contributing to the education and safety of our children. 

As professionals tasked with inspiring young minds and laying the foundation for future leaders and professionals, teachers often go above and beyond the call of duty. From spending lunch and after school time providing our students with extra support, to spending their own money on classroom supplies, to becoming emotionally invested in helping our students navigate school life, teachers have proven to not only be educators but also caregivers. So join us in celebrating these heroes. Here’s a list of fun and thoughtful ways you can celebrate teachers this week, or any week!

  1. Donate to the classroom. Classroom donations in the form of gift cards are wonderful gifts as teachers often use their own money to pay for classroom supplies and materials. Target and Office Depot/Max are crowd favorites!
  2. A heartfelt thank you note is always a welcomed gesture from both parents/caregivers and students. Write a personalized note or card highlighting why you appreciate them.
  3. Give teachers a break, a meal break! Consider packing or ordering a special lunch or breakfast for your child’s teacher. You’re guaranteed a smile!
  4. Offer to volunteer. Teachers can always use another pair of hands in the classroom or in gathering or preparing materials. 
  5. Send flowers. Nothing says thank you like a burst of spring blooms from your own garden or local market.
  6. Shine a light on your favorite teacher! Snap a picture (with their permission) and explain why you appreciate them. Tag us on social media and we’ll share their story with our community. 
  7. Participate in the National PTA’s annual #ThankATeacher campaign. Access fillable cards, a poem activity, coloring pages, certificates, and fillable fliers to help make this week special.

If you have other ideas, please let us know and we’ll share them with our community. 

Cheers to all the teachers inspiring students and working toward safe schools and bright futures!

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5 Tips to Help Educators and Caregivers Support Students Affected by the War in Ukraine

If you’ve been feeling anxious, worried, stressed or upset about the war in Ukraine, chances are your students are too. Like many of us, kids may be struggling to make sense of what they are hearing from peers and what they are seeing on television and social media. 

Caregivers and educators play a key role in helping students navigate and cope through events such as war and civil unrest. Below you’ll find some key considerations and guidance to keep in mind, followed by resources from our partners at the National Association of School Psychologists (NASP) and a few more resources from the National Child Traumatic Stress Network (NCTSN). 

  1. Like school safety education, keep explanations developmentally appropriate. Individual levels may vary due to unique developmental, cultural, educational, and psychological factors.
  2. Keep in mind that some students and their families may be more vulnerable. These groups include those with connections to Ukraine, those that are refugees or have experienced violent conflict/war, those who have a loved one in the military, those that have experienced traumatic events or loss, and those with a preexisting mental health condition. 
  3. Consider how media exposure can affect mental health. War coverage and its aftermath can be upsetting and graphic, and can trigger feelings of anxiety and uncertainty. Consider limiting media exposure, discussing healthy social media habits, and providing opportunities to discuss media coverage if appropriate.
  4. Provide reassurance, support, and reaffirm safety to help foster resilience. Begin by clearing up any misconceptions and misunderstandings. Remember to be patient and empathetic. It is critical that students are provided with a safe space for discussion as well tools and services to support social connectedness and resilience. 
  5. Practice self-care and be kind to yourself. Modeling self-care and optimism can play a significant role in a child’s wellbeing. Unfortunately, sometimes we forget to acknowledge and address our own needs. This can lead to stress and burnout. Adults are encouraged to seek support services and take care of their physical and mental health so they’re better equipped to support the students they care for.

As you navigate this ongoing crisis and continue to monitor student reactions and behavior, don’t forget to keep the lines of communication open between home and school so students are better served and supported. 

Resources by the National Association of School Psychologists (NASP)

Resources by the National Child Traumatic Stress Network (NSTSN)

Sources: National Association of School Psychologist (NASP), National Child Traumatic Stress Network (NCTSN), How to Cope with Election Stress, Dr. Scott Poland, Helping Kids Through Tough Times: 7 Simple Steps, Dr. Stephen Sroka

 

 

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In The News: Teachers union president signals personal support for vaccine mandates

The second largest teachers union, the American Federation of Teachers (AFT), is considering a vaccine mandate for teachers in schools. AFT leadership originally said that vaccinations should be voluntary, but that “circumstances have [now] changed.” Read on for more about a potential policy change for teachers on the way.

Randi Weingarten, president of the American Federation of Teachers (AFT), said during a Sunday interview that she thinks teachers need to work with employers on vaccine mandates.

Weingarten also said her organization is revisiting the issue of vaccine mandates for teachers as parts of the nation see a surge in coronavirus cases instigated by the rapidly-spreading delta variant.

The AFT has not supported such mandates previously, but Weingarten said the union was willing to work with employers to try to find solutions, and she said the rise in cases across the country is “alarming.”
Read this full article in the Hill: ‘Teachers union president signals personal support for vaccine mandates’

Read this full article in The Hill: ‘Teachers union president signals personal support for vaccine mandates’

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In The News: ‘Radiating Love And Positivity’ While Teaching In The Pandemic

It’s Teacher Appreciation Day, and today our educators deserve more recognition than ever before. It’s been a year since teachers were handed an unprecedented request: educate students in entirely new ways amid the backdrop of a pandemic. In this comic series, NPR illustrates one teacher’s powerful story of dedication through crisis.

Shameem Patel, a second-grade teacher in Dallas, on personal growth and loss — and the skills needed to get through the pandemic.

Read this full article in NPR: ‘Radiating Love And Positivity’ While Teaching In The Pandemic

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In the News: Students Want More Opportunities to Connect With Teachers During the Pandemic

As we celebrate this unusual holiday season and prepare to welcome a new year, we are finding new, creative ways to virtually connect with our families, friends, and school communities.  The following survey shows that students are asking for more ways to connect with their teachers- and school leaders are listening.

Middle and high school students say that they’re not doing as well in school as they were before the pandemic, and that they want more opportunities for connection with their teachers, according to new research from the National Education Association and the National PTA.

The survey, conducted by Greenberg Quinlan Rosner Research in October, asked 800 public school students ages 13-18 about the academic, emotional, and economic effects of COVID-19 for themselves and their families. Researchers also conducted focus groups with the teenagers.

Read this full article in EdWeek: Students Want More Opportunities to Connect With Teachers During the Pandemic

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In The News: Educators Rely on Grief Training Through the Pandemic

Teachers are utilizing grief training to help students bearing tremendous amounts of grief and trauma.

During a standard history lesson this year, a student in Alexandra Hinkson-Dutrevil’s fourth grade class spontaneously burst into tears and revealed that his young cousin, who lived with him, was on a ventilator after having contracted Covid-19.

The student then revealed to the class on Zoom that he and the rest of his family had to leave the home they shared with the cousin in Frederiksted on the U.S. Virgin Islands to quarantine and that he wasn’t sure he would ever return to his home or see his cousin again.

Under normal circumstances, Hinkson-Dutrevil would have taken the child aside or referred him to another staff member so she could continue her instruction. Instead, she let the student finish, abandoned her lesson and began a discussion allowing other students to discuss their emotions about the pandemic.

It was a strategy she learned in a grief training program for teachers that she took a few weeks previously.

Read this full article on NBC News: How grief training is helping educators manage pandemic-related trauma in schools

 

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3 Ways Educators can Build a Positive School Culture This School Year

The first day of school is special in so many ways. The energy, enthusiasm and excitement as students enter the doors of the school is palpable. The crispness of waxed hallways, fresh paint and eye popping “Welcome Back!” bulletin boards bring a sense of renewal after the summer break. On those first days, I hope you take a moment and hit the “pause button” – if only for a few seconds – step back, listen, watch. In that moment take stock of the relationships inside your school. It is the people and those relationships that makes your school a special place for teachers to teach and students to learn. As the new year begins, it is those relationships that will ultimately define the quality of the education and personal growth experienced by each student. It will also be those relationships that define the culture of your school.

Over the years I have observed a number of great strategies to build and grow the relationships needed to influence and sustain a strong school culture. Below are three of my personal favorites you may want to consider as the new school year begins.

Front Porch Visits: One of the most impressive relationship building strategies I have encountered as both a parent and school administrator is the utilization of “front porch visits” by classroom teachers prior to or shortly after the start of the school year. I love the terminology, unlike a home visit, which can be intimidating and inconvenient for some families, the “front porch visit” is exactly as the name implies. The teacher schedules a time to drop by and have a visit sitting or standing outside the front door as opposed to going inside the home. This simple gesture of good will brings down barriers and gives teachers the opportunity to start building a relationship with the children and parents early.  It also gives teachers a chance to see first-hand where each child is coming from before entering their classroom each day. That experience alone not only builds relationships, but also provides perspective.

Every Kid, Every Day: Over the years I have been in many meetings where the question has been asked, are we sure every student in our school has a meaningful relationship with an adult in our school? We know it is important, but also know it is easier said than done. One of the best programs I’ve seen in my career was at Eastmorland Elementary School in Joplin, MO. The staff wanted to be sure their kids had adult relationships inside the school beyond just the classroom teacher. Eastmorland’s solution? They identified all the adults in the building (Cooks, counselor, nurse, secretary, remedial teachers, custodians, principal, etc.) and assigned each adult a small group of students for the year to connect with on a daily basis. If nothing else, just to say, “Hi! How are you doing today?” This proved to be impactful to build a stronger sense of community inside the school.

Student Empowerment: As adults, we want to be empowered to make decisions and be a part of the problem-solving process. Our children and youth are no different. Service learning – hands on, curriculum based, student led, service projects grounded in relevancy – is a powerful tool to prepare students for the future. Your community wants and needs to see our youth problem solving and leading the way. And yes…even kindergarteners can be engaged and empowered. The schools with the strongest cultures have student empowerment built into the culture of their school and continuously seek out ways to keep students engaged in the school community.

Without question, you and your colleagues profoundly impact our children and families. It may sound cliché, but it stands true – your work makes a difference. It’s the development, management and engagement of those relationships that light the way to an outstanding school year.

About the Author:

CJ Huff is the retired Superintendent of Joplin Schools and Special Advisor for Education and Community Leadership at Safe and Sound Schools.

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Teacher Spotlight: Q&A with Michele Gay

Safe and Sound Schools is proud to participate in Teacher Appreciation Week. In honor of this week’s celebrations, we’re turning the spotlight to recognize our very own, Michele Gay. Many of you know Michele as one of the founders of Safe and Sound Schools – and of course, mother to Joey, Marie, and Sophie. What you may not know is that prior to founding Safe and Sound Schools, Michele taught in the Maryland and Virginia Public Schools, where she served as both an elementary classroom teacher, a mentor teacher and a peer coach.

Q: What inspired you to get into teaching?

A:  It was my family. I grew up in a family of educators.  My father was a school counselor. My mother was a teacher and principal. As a kid, I marveled at how hard my parents worked. Too hard, I thought!  But the impact they had on so many children and families was undeniable. It was inspiring. It tugged at my heart until I found myself working with children as a high school student and ultimately deciding to pursue a teaching career myself. The real clincher was the students themselves. Once I saw what they had to teach me, how exciting it was to watch a new skill take hold or a new idea light within their eyes, I was done. Teaching was it for me!

Q: What were some of the most rewarding aspects of being a teacher?

A:  The time I got to spend with so many incredible young people was undoubtedly the most rewarding part of the job. Every day was an adventure. Every child was uniquely gifted and challenged. It was incredible to be a small part of the journey of so many amazing people.

Q: What is one your fondest memories as a teacher?

A:  My fondest memories are of laughing with my students. The science experiments gone awry, the unexpected answers, the serious moments that turned into unstoppable giggle-fests, the unscripted moments of kids being themselves–they were the best.

Those moments where a hard-earned victory was achieved top the list, too.  Like when the furrowed brow of concentration on a child’s face gave way to the beaming excitement of discovery or long-awaited accomplishment. Nothing’s better than watching someone learn that they CAN do something they thought impossible.

Q: What was your biggest challenge as a teacher?

A:  Time. Without a doubt. There was just never enough of it to meet all of the goals and objectives on the list for each day, plus the grading, and the testing, and the meetings, phone calls and continuing education. Like lots of teachers, I’d trim time off of my lunch, stay late after school, and still have to bring work home. Don’t get me wrong–I signed up for it. All of it! But I always wished there was more time for relationship building, teaching, and listening and learning from one another in every school day.

Q: Teachers can change lives. They play pivotal roles in shaping minds and inspiring their students. Can you tell us about a teacher that made a lasting impact in your life?

A:  There were quite a few. “Miss Terry,” my third-grade teacher always comes to mind first.  After a really rough second grade, I landed in her class and was greeted with the immediate comfort of a safe place.  She created an environment where it was okay to make mistakes, ask for help, laugh out loud, and most importantly, to admit when you were wrong. She modeled all of those things for us every day. She gave us all that we needed to learn–and then she got out of the way. I continue to go back to those lessons throughout my life as a teacher, a mom, a wife, and an advocate.  

Q: You’ve transitioned from educating children to educating an older crowd as part of your work for Safe and Sound Schools. What aspects from you career as a teacher do you use in your work today?

A:  See answer above! Seriously, I am lucky to work with the most dedicated people you can imagine.  Teachers, school staff, police, fire, emergency managers and responders, school-based mental health professionals, architects, community leaders, parents, and students–and on and on–that want school to be the safe place it has to be to serve our students and the future of our country.  My work today is really just another kind of teaching. The students are much bigger and the conversations are a bit more complicated, but we are working together to solve for safety. My job is simply to guide the process and see what kind of amazing things they come up with.

I had the privilege recently of returning to work with a group to whom I delivered a reunification workshop for a few years ago. I still cannot get over how much incredible work they have done since our workshop together. I just provided the training, tools and a little inspiration. Everything else was all them.  And judging by my recent visit, they are only just getting started. If I hadn’t chosen teaching all those years ago, I’m not sure I would have had the confidence to step into this new role and move forward from tragedy in such a positive way.

The decision to become a teacher has been a blessing many times over in my life. Today, it gives me great appreciation for the hard work and dedication of the educators I work with, and deep gratitude for the teachers who have touched and shaped my own children’s lives.  

Teacher Appreciation Week is observed from May 5-11 this year. Please take some time to recognize the teachers in your community – click here for ideas and facts.

On behalf of everyone at Safe and Sound Schools, we’d like to thank all teachers for their outstanding contributions and efforts to educate, inspire, and keep our kids safe and sound.

 

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Surviving Tragedy

Lisa Hamp is a survivor of the Virginia Tech shooting that took place on April 16, 2007. Today, Lisa speaks and writes about her experience surviving and recovering from the Virginia Tech shooting to help others.

I remember as a kid when I used to get excited for a new school year. I would look forward to back-to-school shopping, new clothes, and new school supplies. I would look forward to finding out my class schedule, and which friends I was going to have class with.

My heart aches for the students who aren’t going to have that this year. My heart aches for the students who have survived a school tragedy and don’t want to return to school. My heart aches for those who have witnessed school violence and are experiencing high anxiety as they are fearful to return to school this year.

I grew up in middle-to-upper class suburbia. Helicopter parents, and chain restaurants. Kids wearing Abercrombie and moms driving minivans. I felt safe all the time. But on April16, 2007, that sense of safety was stripped from me. I was sitting in class at Virginia Tech when I heard an unfamiliar popping sound. It sounded like gunfire. During the next eleven minutes, my classmates and I laid on the floor pushing the desks and chairs against the door while the gunman shot at our door and tried to push it open. In those terrible minutes, the gunman killed 30 students and professors in the building, and wounded and traumatized many more.

My recovery journey was far from perfect, but I eventually found my way through the fog. When I reflect on recovery, I realize I learned a lot about counseling, boundaries, confidence, self-care, and feelings. This stuff isn’t taught in school. You learn it by observing those around you.

For those of you who have survived a school shooting or witnessed school violence, I want to share with you what I learned as you return to the school this year.

First, going back to school was harder than I expected. I had a tremendous fear of a shooting happening again. Many people would tell me that it wouldn’t happen again, but I thought to myself, “they don’t know that.” I finally had to accept that there is no guarantee it won’t happen again.

Second, I learned to feel the uncomfortable feelings. I felt survivor’s guilt, fear, anxiety, loneliness, helplessness and self-doubt. I learned that these feelings were telling me something. They were telling me that I didn’t feel safe. Even though I hadn’t been shot, I had been hurt. As time passed, I was able to rebuild that sense of safety, and acknowledge my own wounds.

Third, I found good listeners. My recovery made great strides when I began connecting with others affected by school tragedy. These people helped me feel less lonely. We bonded. We connected on a level deeper than I connected with some of my closest family and friends.

If you have suffered a traumatic experience in school, getting back in the classroom may be one of the biggest challenges in your life. So here’s my advice: Trust your gut. Listen to your feelings. Write in a journal. Talk to your friends. Hug your friends. Trust yourself. Resist the urge to compare yourself to others. Ask to step out of class when it feels uncomfortable. You got this! And remember, you are not alone.

Lisa Hamp, is a survivor, a wife and mother, and national level speaker with Safe and Sound Schools. Learn more about her experiences and work with Safe and Sound Schools at http://www.kirklandproductions.com/lisa-hamp.html.

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