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Mrs. Motz's Classroom Edit display name

  • Richmond Drive Elementary School
  • Rock Hill, SC
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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As a teacher, I always have to consider what students may be struggling with outside of school and inside of school. Frequently, I see students who have difficulties in communicating their frustrations and stress levels that can interrupt their learning process. Over the last few years, I have seen an increase in the number of students who have struggled to progress in their academic curriculum due to their inability to cope with stress that they encounter both in and out of the school environment. Learning coping strategies at an early age will help students with anxiety, ADHD, autism, and their overall mental health well-being. One of the strategies that I have implemented successfully is allowing students to recognize when they are becoming overwhelmed and providing them with ways to recognize their feelings before they reach a point of crisis. Weighted blankets can provide a sense of security to students and can help in the de-escalation process. Tactile sensory experiences such as using foam rollers across their legs or back or the calming sensation of water beads, sand, or sensory balls can also aid in the coping process that is necessary for students with these difficulties to successfully participate in their academic day. As the only special education teacher in my school, not only do I work with my own group of students, but I am able to consult with teachers within my school and share strategies that can help students beyond my classroom walls. It is my hope that a well-stocked sensory room will provide a place for students to learn coping strategies and de-escalation techniques that will help them for years to come.

About my class

As a teacher, I always have to consider what students may be struggling with outside of school and inside of school. Frequently, I see students who have difficulties in communicating their frustrations and stress levels that can interrupt their learning process. Over the last few years, I have seen an increase in the number of students who have struggled to progress in their academic curriculum due to their inability to cope with stress that they encounter both in and out of the school environment. Learning coping strategies at an early age will help students with anxiety, ADHD, autism, and their overall mental health well-being. One of the strategies that I have implemented successfully is allowing students to recognize when they are becoming overwhelmed and providing them with ways to recognize their feelings before they reach a point of crisis. Weighted blankets can provide a sense of security to students and can help in the de-escalation process. Tactile sensory experiences such as using foam rollers across their legs or back or the calming sensation of water beads, sand, or sensory balls can also aid in the coping process that is necessary for students with these difficulties to successfully participate in their academic day. As the only special education teacher in my school, not only do I work with my own group of students, but I am able to consult with teachers within my school and share strategies that can help students beyond my classroom walls. It is my hope that a well-stocked sensory room will provide a place for students to learn coping strategies and de-escalation techniques that will help them for years to come.

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About my class

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