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Ms. Sapelbweyar’s Classroom Edit display name

  • Mastery Charter School - Pastorius
  • Philadelphia, PA
  • More than three‑quarters of 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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“I just need a break from everything for a little while.” In moments of frustration, angst, sadness, or an amalgam of them all, students might need to take a break and teachers can provide a safe space within the classroom for when these moments arise. Students who are or were exposed to trauma may have difficulty regulating their emotions which can manifest in behaviors that are disruptive to the learning environment. In these moments, students typically act with a fight or flight response. This survival mode mindset can interfere with the students’ ability to concentrate and, oftentimes, leads to being removed from class. To prevent this downward spiral, teachers can lean on trauma-informed classroom management strategies to help students manage overwhelming responses to stress. CURRENTLY, my classroom consists of cinderblock walls, hard linoleum floors, bright fluorescent lights, and bare windows. My goal is to create a home away from home. PURPOSE • Provides an area for the student to regulate their emotions • Increases instructional time • Provides an opportunity for self-reflection • Builds independent emotional regulation BENEFITS • Students can re-enter the classroom community more easily • Encourages an inclusive community • Reduces disciplinary referrals • Increases opportunities for restorative conversations or conflict resolution MATERIALS • Comfortable seating • Activities that can help ease the mind • Fidgets, puzzles, coloring pages • Reduced sensory stimulation • Dimmed overhead lights or lamps

About my class

“I just need a break from everything for a little while.” In moments of frustration, angst, sadness, or an amalgam of them all, students might need to take a break and teachers can provide a safe space within the classroom for when these moments arise. Students who are or were exposed to trauma may have difficulty regulating their emotions which can manifest in behaviors that are disruptive to the learning environment. In these moments, students typically act with a fight or flight response. This survival mode mindset can interfere with the students’ ability to concentrate and, oftentimes, leads to being removed from class. To prevent this downward spiral, teachers can lean on trauma-informed classroom management strategies to help students manage overwhelming responses to stress. CURRENTLY, my classroom consists of cinderblock walls, hard linoleum floors, bright fluorescent lights, and bare windows. My goal is to create a home away from home. PURPOSE • Provides an area for the student to regulate their emotions • Increases instructional time • Provides an opportunity for self-reflection • Builds independent emotional regulation BENEFITS • Students can re-enter the classroom community more easily • Encourages an inclusive community • Reduces disciplinary referrals • Increases opportunities for restorative conversations or conflict resolution MATERIALS • Comfortable seating • Activities that can help ease the mind • Fidgets, puzzles, coloring pages • Reduced sensory stimulation • Dimmed overhead lights or lamps

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