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WorksheetsFostering Resilient Learners
Total questions: 10
Worksheet time: 6mins
“What if we shifted our lens to what our students need rather than (a) they are asking for it?”
An unmet relationship need could look like:
Student has dramatic mood swings.
Student will rarely work with you.
Student uses personal language like “I hate you” not “I hate this assignment”.
Student seeks close proximity or touch.
The need for a meaningful connection with another human being:
a need for relationships
a need for a sense of responsibility
a need for regulation
a need for resilience
What strategies might meet a relationship need with a student?
Ignore the behavior.
Ask questions to show genuine interest.
Ignore the student.
Call home.
The need for a sense of self worth, efficacy, and competence is:
a need for relationships
a need for a sense of responsibility
a need for resilience
a need for regulation
An unmet need for responsibility could look like:
Craving control (ie.leaving their name off their paper or skipping the “obvious step”)
Seeking predictability
Engaging in negative self-talk
Using the exit strategy
What strategies might meet a student's need for responsibility?
Provide clear expectations and rubrics, offer choice whenever possible!
Set goals, create action plans, and monitor progress often
Help them connect behaviors to outcomes “When [this] happened, the result was [that]” “When you [this], I think [that]”
Assign jobs and give frequent feedback about it
The ability to take in stimuli and manage emotional and behavioral responses accordingly:
relationships
responsibility
resilience
regulation
An unmet need for regulation could look like:
Tough time with transition
Shutting down
Throwing things, crumple up work, elope or distract with “contraband”
Fidgeting constantly or seeking distractions
What strategies might meet a student's need for regulation?
Take brain breaks! Stretch!
Allow choice for where to work, standing desks, and/or flexible seating.
Use developmentally appropriate times for effort (1 min per year of age).
Teach regulation strategies explicitly.
