More than a bubble bath

1. More than a bubble bath Finding ways to maintain vision and passion for your work This material has been adapted from the OEA Center for Great Public Schools

2. Books referenced in this presentation

3. Quote Sort Find a quote that emulates RESILIENCE to you. Be prepared to talk to a partner about why you chose the quote, and why it is meaningful to you.

4. Overall objectives • Redefine ways of being • Explore tools, strategies, and practices to build your resilience • Reignite passion for your work • Build community • Rest • Rejuvenate

5. Setting your intention Setting an intention for how you want to show up for a learning opportunity can help ensure you get what you are looking for. Think about why you are here. What do you want to get out of the next 2 days? How will you engage with the content? With other participants? With your personal growth and core values?

6. Follow the icons: Table Talk: A quick turn and talk with a partner/group at your table. Partner up: Look for the prompt for getting up and grabbing a partner. Reflection: Take a moment or two for some personal reflection.

7. Playing Cards • Card value • Emotion • Animal • Movement • Dice • Question • Icon • Quote • Letter • image

8. Community Agreements • Active listening, active participation • Respectful use of technology • Share and honor diverse perspectives • Ask questions!

9. Session Objectives • Understand the meaning of resilience and how to intentionally cultivate it in yourself • Identify your core values and reflect on how you live into them • Write a mission statement to establish your priorities as an educator

10. What is Resilience? “The ability to overcome adversity.”

11. Quote “People are like stained-glass windows. They sparkle and shine when the sun is out, but when the darkness sets in, their beauty is revealed only if there is a light from within.” - Elisabeth Kubler-Ross

12. Resilience • A way of being that allows us to bounce back quickly from adversity. • Who we are and where we are impact our ability to cultivate resilience. • Cultivated through engaging in specific habits and by fostering specific dispositions. • What enables us to thrive.

13. The 5 most common factors of resilient people: • They are resourceful and have good problem solving skills. • They are more likely to seek help. • They hold a belief that they can do something that will help them manage their feelings and to cope. • They have social support available to them. • They are connected to others, such as family or friends. Brown, Brene. The Gifts of Imperfection 2010

14. Know Yourself: Chapter 1 When you know yourself well-when you understand your emotions, social identities, core values, and personality- you gain clarity on your purpose in life and in work. Being anchored in purpose makes you able to deal with setbacks and challenges. Rate each area of “self” on the How Well Do I Know Myself Scale on page 10. Respond to the following questions in your journal. In which area do you feel the most confident? In which area do you want to do further learning? Onward pgs 7-9 Workbook pgs 10-11

15. Elements of Self

16. Knowing your why… Comedian Michael Jr. goes Off the Cuff at live comedy show and uses this completely improve moment as a great illustration for knowing your why and purpose in life.

17. Identifying your core values • Read through the list of values and circle ten that you feel are most important to you. • Cross off five of those values, leaving you with the five that are the most important. • Now, from your list of five values, cross off two, leaving you with the THREE values that are the most important to you. These are your core values! Onward WB pgs 25-27

18. Question, answer, switch, repeat • Each person should grab a question card. • Get up and find a partner with the same card number as you. • Each person will read their question, and their partner will answer it. • Once both partners have had a turn, swap cards and find another partner.

19. Reflection • How does it feel to read your list of values? What did it feel like to do this activity? • One year ago, what do you suspect your core values might have been? Ten years ago? • Consider how your actions reflect your core values. Which values show up more often in your actions at work? At home? In social circles? With family? • What are some ways in which your actions reflect your core values? Think of one example of how actions you take reflect your core values. • Can you think of a time when your actions conflicted with a core value? How does it feel to remember those moments when there was a discrepancy between a value and your actions? Complete the reflection portion for this activity on page 25 of your workbook.

20. My mission statement • I am a ___, ___, ___educator. (Where do you find fulfillment in teaching? What characteristics do you value in yourself that make you the teacher you are?) • My mission is _____. (What do you stand for, and what impact do you wish to make on your students and the teaching profession?) • I will do this by _____. (How will I express this to the teaching world? Who am I and how will my colleagues, students, and parents know?) Onward WB pgs 30-32

21. Share out! How does being grounded in your core values and creating a personal mission statement help you to be a more resilient educator?

22. Reflection • How does it feel to see your mission statement? • Read it aloud. How does it feel to hear yourself proclaim it? • Share it with someone else. How does it feel to share? What was the person’s response? • Do your core values show up in your mission statement? • How will you lean into and set intention around your mission statement and core values starting today? Throughout your summer break? During the next school year?

23. Elements of self

24. Choose your own adventure

25. Final reflection: write in journal • What is one thing you learned or were reminded of in this session? • What is something you want to learn more about? • What questions do you still have?

26. Getting to know your emotions Session 2

27. Community agreements • Active listening, active participation • Respectful use of technology • Share and honor diverse perspectives • Ask questions!

28. Session objectives • Learn about regulation vs dysregulation and how to notice when your window of tolerance is short • Explore vulnerability and its impact as an emotion • Understand the parts of the emotion cycle, and the points where intention and mindfulness can positively impact how we handle emotional situations • Gain strategies for dealing with big emotions

29. Quote Me!! Talk to your partner about the quote that you chose about resilience. Why did you choose it?

30. Consider these questions: How comfortable are you thinking about and talking about emotions? How might your professional and personal life be different if you had greater knowledge and understanding of emotions? How might your life be different if you had more tools to respond to your emotions when they arise?

31. descriptions • Positive – Brief increases in heart rate, mild elevations in stress hormone levels. • Tolerable – Serious, temporary stress responses, buffered by supportive relationships. • Toxic – Prolonged activation of stress response systems in the absence of protective relationships.

32. Window of stress tolerance

33. Regulation / dysregulation • Regulation is: The ability to experience and maintain stress within one’s window of tolerance. Generally referred to as being calm, focused, and relaxed. • Dysregulation is: The experience of stress outside one’s window of tolerance, generally referred to as being stressed out or in a state of distress.

34. Ability to regulate • Internal regulation: • related to the ability to regulate both physiologically and psychologically • External regulation: • Behaviors in reaction to having – or not having – internal regulation

35. Sphere of influence What you can control “Incredible change happens in your life when you decide to take control of what you have power over instead of craving control over what you don’t” Steve Maraboli What you can influence Everything else – outside of your control and influence

36. Try this… I can’t control the traffic, but I can control what time I leave in the morning. I can’t control my daughter’s feelings of frustration, but I can control how I react to them. I can’t control the work my students do at home, but I can control my expectations and positive feedback at school. I can’t control _____, but I can control _____.

37. Understand emotions: chapter 2 Understanding emotions – accepting them and having strategies to respond to them – is essential to cultivate resilience. With that understanding of emotions, you can accept their existence, recognize where you can influence a situation, and let go of what is outside your control. Take the self-assessment on WB pgs 76-77. Identify one area that you feel is a strength for you, and one that you would like to learn more about. Write this in your journal. Onward pgs 45-67

38. Beliefs about feelings Think about where this belief originated. Was it taught to you? Is it a belief you would like to shift? Workbook pg 79 Not at all A little Sometimes A lot

39. Reflect: Discuss the following questions with a dice partner: • What comes up for you in response to this activity? • How has your life been affected by the messages that you received about emotions growing up? • Which beliefs about emotions that you currently hold would you like to shift?

40. A dive into vulnerability • What makes you feel vulnerable? • What do you do when you feel vulnerable? • When do you choose to be vulnerable? • What motivates you to make that choice?

41. Vulnerability is the path! By brene brown Read the article. • Identify a sentence, phrase, and word that you feel/think is particularly significant. • In groups of 4, start by having each person share the sentence they chose. Then share the phrases, and finally the words. Discuss: • What do you think this text is essentially about? • How does vulnerability relate to resilience? More on vulnerability in Onward pgs 38-40

42. Cycle of emotion Onward pgs 47-49

43. Get to know an emotion cycle • Prompting event: what event triggered this cycle? This is who, what, when and where. • Interpretation: How did you interpret the event? This is the why. • Physical response: what happened in your body? • Urge to act: what did you want to do? • Action: what did you actually do? What did you say? Be specific. • After Effects: What was the consequence of what happened and how you responded? Workbook pgs 94-96

44. Reflect: Where in the cycle do you think you could most easily make a change and steer your experience in a different direction? Look at how you interpreted the event – stage 2. What other ways are there to see the situation? How might a different way to interpret the situation shift your emotional experience? If you had an intense physical response, you most likely need to start with the physiological aspect. When you body is on high alert, you won’t be able to think rationally. What could you do in the moment when you are experiencing an intense physical response?

45. Mindfulness

46. Dig a little deeper… here are some ideas! Read the chapter on emotions. (Onward pgs 45-67) Learn more about the emotion cycle. (Onward pgs 47-50, Workbook pg 94) Exploring Moments of Emotional Intensity (Workbook pgs 112-113) A dive into anger (Onward 60-64) You choose!!

47. Final reflection What questions do you still have? What is something that you learned or were reminded of from today’s session? What is the one thing you will commit to trying? How did you live into the intention you set this morning?

48. Telling empowering stories Session 3

49. Community Agreements • Active listening, active participation • Respectful use of technology • Share and honor diverse perspectives • Ask questions!

50. Session objectives • Learn how the stories we tell lead to positive thinking and empowerment • Learn strategies for perspective taking as a way of challenging our initial thoughts • Learn about the most common cognitive distortions, and how to avoid them.