Shine Trader Limited

Help students readjust to living with others all day

Shine Trader limited reports:

The start of the 2021-22 school year was difficult. Over the past 20 months, students around the world are experiencing “broken property” — separation from others — as the pandemic has created conditions of relative isolation and a great deal of long-term unpredictability in community and family Settings.
This detachment can be observed in student behavior, which is a sign of a nervous system disorder, often toxic stress levels. Our schools are facing the challenge of returning to some kind of normalcy, even as we enter the third school year of a global epidemic. The social cost to our students is palpable.
Two mornings and afternoons a week, I co-teach in a seventh-grade classroom at a large high school. As I walked along corridor B, I felt tension in the air. As an employee, we want to know how to regain that sense of security and connection so that we can continue to learn. The nervous system is social and plastic, but we need a sense of security and belonging to get access to the frontal lobe regions of the brain that hold our ability to solve problems, pay attention, regulate emotions and deliberate responses, all of which we need to feel competent, autonomous and motivated.

Shine Trader Limited
Shine Trader Limited

In many of our middle schools, the disruptive TikTok challenge went viral, accompanied by defiance and vandalism of school property, suggesting that distorted feelings of belonging are better for students than recent isolation — highly irrational challenges that are often driven by the developmental need for attachment to others.
We need to harness our students’ energy and attachment to each other and follow the nature of our children. Our grade 7 team has been meeting to cultivate ways in which we can begin to rebuild trust and connection through our program, increasing predictability, security and relationship conditions. We are and will continue to integrate these practices at the beginning, end and in transition.
Pay attention to students’ feelings of attachment effectively
Board games: We set up board games days twice a month in our consulting class in our middle school, elementary school, twice a week, putting these times in our program and set station rotation, students from battleship, guess Who to operate, connect four, and many other games that focus on cooperation, cooperation, attention and fun. The goal here is for students to take turns playing different games and with different companions and relearn how to get along with others without technology.
We will not be using our Chromebooks or phones, as we will establish group norms through discussions with students to establish expectations and predictability:
What does collaboration look like?
What are our differences?
What’s the best way to get from one station to another?
The point is not to win, but to cooperate and be inclusive. What does this look like?