The beginning of the year is usually spent…


  • Preparing your classroom so it feels just right.
  • Finding fun and creative ways to get to know each another.
  • Setting clear expectations and developing routines.


How do we do these things virtually?

How we help students that have spent so much time away from learning?

How do we support feeling safe amidst so much confusion and anxiety?

Come explore answers to these questions in Developing Relationships Virtually Using a Trauma-Informed Lens.

​ Building Relationships Virtually Using a Trauma-Informed Lens

The on-going unknowns and transitions are creating a climate of anxiety, fear and confusion, for us and our students. To teach and learn in this environment, can feel overwhelming. In addition to managing our own challenges, we need to find ways to stay regulated while addressing questions and concerns from frightened students and parents. This is no small task.

Whether you will be teaching on-line, face to face, or both, this program will help you address these realities. We’ll focus on fine-tuning skills we already have, along with incorporating  new skills.

Learn to recognize as students are becoming dys-regulated, whether they are sitting in front of you, or online. Learn how to engage with them based on their states of arousal. Practice ways to regulate yourself and your students, as anxieties and fears bubble up to the surface, as they will.

Our goal is to support you in creating an environment that fosters a sense of safety and belonging. You can create a thriving classroom community, in spite of any constraints put upon you, or obstacle in front of you. We've got this!

​"Judy's class helped me to better understand trauma, the brain, behaviors, and what might be causing them. She addressed how to help an individual (or entire class) regulate using different strategies. I'm most thankful for the help with how to build relationships and figure out someone's values based on some conversation and questioning techniques. I look forward to using the strategies that I learned in the classroom (or online classroom) this fall."

5th grade teacher




​ “Building Relationships Virtually” helped me to recognize the importance of making connections with each student, how to create a supportive atmosphere, and how to model coping skills when problems occur. I learned specific and practical ways of how to communicate with students. Ultimately, I learned that promoting relationships takes precedence and needs to occur before teaching and learning can take place. 


English Language Development Teacher

Braindrops

"I have been learning and actively participating in social-emotional learning for 3 years.  I thought I knew what I was doing and felt pretty comfortable working with students in a small group.  However, this course not only reminded me of the work we have been doing but I understood how our students feel when being shamed by their teachers and peers. It made me realize that we as teachers can make or break so many students' thoughts of themself and of school.  When using the strategies that Judy teaches in this course we can really support students' social-emotional learning and attitude towards themselves and school.  I highly recommend this course, whether you are brand new or a veteran.  This course will give you tools and insight on how to better support students both in the classroom and virtually."

Learning Resource Teacher​

Class Format

Cost of the program is  $197.




"I found the trainings with Judy to be extremely helpful as we were beginning to think about and explore how to build relationships and manage classes in a virtual setting. One of my favorite aspects of these trainings was that we not only learned how to build relationships and work with students one-on-one, we also learned strategies to work with larger groups of students in a virtual setting. As a School Counselor, I very much appreciated Judy not only teaching our staff how to, but also allowing space for us to practice bringing trauma-informed regulation practices into a virtual setting so that we will be able to continue this important work even while we are working in an online environment."

School Counselor

As a District-Wide Social Emotional Learning Coach, and a School and Professional Counselor, Judith Norman has worked with students, educators, administrators and families to understand the impact of trauma on learning and development. Heading up a Kaiser Permanente “Thriving Schools Grant,” her work focused on advancing social emotional wellness and behavioral health in school districts.  She has conducted professional development with site-based staff, and with national audiences. Trained in Mindfulness in Education,  and promoting a coaching model, Judith supports educators in finding strategies that support their ability to regulate themselves and those around them

Cost:

“We all know that building relationships with our students helps to build our classroom community, promotes a positive learning environment, and is probably one of the best investments we can make with our students. Judy’s class taught me how it is possible to attain this, virtually! I now feel more confident to go into this school year, regardless if we are in person, on-line or a hybrid model, with a skill set and strategies to support all of my students while building and nurturing those extremely important positive relationships.” 


Second Grade Teacher




What are participants saying?


Self-paced on-line class including over 8 hours of teaching and activities. You have the option of  adding individual or group coaching.

What are participants saying?

4 – 2 hour modules plus additional material.

  • Teaching
  • Watching video clips followed by discussions
  • Activities to support practice
  • Reflection Questions
  • Implementation Ideas
  • Option for coaching


​


This course is broken down into the following main sections:


  • Examining a new paradigm that includes using a family culture framework, understanding Heather Forbes’ strategies timeline, and exploring relationship building strategies.

 

  • Reviewing brain states and nervous system arousal states, reinforcing an understanding of the neuroscience involved in processing information, and covering some additional foundational concepts such as perceptual understanding, increasing windows of tolerance, bottom-up interventions, and interoceptive awareness.


  • Building our understanding of self-regulation as a continuum including different skills and steps. Identifying differentiated skill sets for teaching and learning, developing relationships, and deep connection.


  • Understanding safety and belonging through a neurobiological lens, including practicing ways to understand students’ expressions of their needs.


  • Increasing awareness of compatible and conflicting cultural models that necessitate explicit and intentional teaching. Reflecting upon our own cultural models, behavioral, and thought patterns that may help or hinder, creating a sense of safety and belonging.

Instructor Information: