Teaching – Louise Masin Sattler

Mission POSSIBLE – How to help a child become more flexible with their daily routine

Published on November 7, 2023November 8, 2023 by LouiseSattlerLeave a comment

NO! NO! NO! yells a child as he is flailing on his first-grade classroom floor! The teacher is bewildered as all she did was ask the child to come to the reading circle. Instead, of compliance, her request was met with this volatile reaction. Yesterday, the same child ran around the classroom to avoid participating in a group activity. Clearly, change does not come easy to this student.

These scenarios are real – taken from just a few of the many, many, many accounts I have heard from teachers (and parents) of their students and children who have major challenges with transitioning from a preferred to a non-preferred activity. Routine schedules are essential for many of these kiddos and any alteration is met with objection.

To offer support to the adults who are faced with the monumental task of helping a child in their midst how to learn to pivot in the course of their day – I am offering this article as a kind of “roadmap”. Included are directions on how to create a few strategies to help calm or prevent the seismic behavioral eruptions that can occur when a child with an atypical response to change or flexing their schedule is expected to comply.

Keep in mind that this child is not intentionally being bad, but, perhaps doesn’t have the tools to easily negotiate from activity to activity.

The techniques you will find below are not difficult to implement if used consistently.

Here are the steps to how to create and activate a visual chart system that offers signals for transitions within a child’s daily schedule.

Create a list of your child’s or student’s daily activities. This will be important as you will assemble a deck of cards with each activity on a card.
Step 2 is to create a DAILY ACTIVITY CHART that communicates to the child their daily routine. For a younger child or one who cannot handle a board with a schedule of more than one or two activities – you can use a simpler alternative version -the CHOICES chart.
When you decide on which DAILY ACTIVITY CHART is best for your child / student then you can assemble it. Be sure to chat with the child/student that this chart is to help them feel understood and that you know that change is difficult. Validate that they have “big feelings”. Allow them the time and space to process that there will be modifications to their regular routine. Be sure to let them actively participate in the process by having them help to create their Daily Activity Chart. Listen to their concerns and apprehensions. Assure them they are not being punished.
Next, once the chart has been created, introduce the child/student to the variety of activity cards that will fill their schedule. Demonstrate how the cards can be positioned and are in the order of events for the day. Then show them the transition cards and how they can be used to to help as a signal that a change will happen. If possible, practice with the chart and cards before using them in “real time.” Consider doing role play – where the child can be the “teacher”.
Note, also there are charts and cards that can be used to communicate FEELINGS and NEEDS. These are additional to the DAILY ACTIVITY CHART– and very helpful for a child to use when they don’t have the ability to express themselves fully. (Or they want to be stealth about signaling their needs – such as a request for a 3-minute “brain break”)
Also you can invite the child / student to suggest any activities, needs, or feelings that are not part of the “deck”. (Especially older students.)
Next there are cards for the adults to communicate to the class or an individual- such a QUIET or 1-2-3-TIME
Data Collection is the last step. This is when you can determine if there were positive outcomes as a result to implementing these “tools”.

MATERIALS NEEDED

Poster board or paper
Tape or velcro.
The cards can be copied and printed or laminated. I sent mine out as jpegs and made into 4 x6 inch photo quality pictures.
Below you will find copies of the charts and samples of the cards I have created (thanks to Canva). You may download them for free.

If you wish to download the entire set of templates and cards- scroll to the bottom of the article and press the DOWNLOAD ALL CHART TEMPLATES button and the DOWNLOAD ALL CARDS button.

Lastly, let me know if these techniques/ charts/ cards work and if you have anything to add?

STEP 1- CREATE A LIST OF ACTIVITES

STEP 2 - CREATE THE DAILY ACTIVITY CHART

Once you identified the activities that your child / student will encounter during the day – create their visual schedule. I have created some examples for you in this blog.

This schedule template is blank with two columns and several rows. You will see that the columns are named USUAL SCHEDULE and CHANGE TO SCHEDULE. You can name your columns anything you wish – I just happened to use these titles.

NEED A SMALLER CHART?

Sometimes a full-day schedule may be overwhelming for a child to handle. If this is the case we can modify the presentation to a smaller sized chart.

An alternate is the chart called – CHOICES. Let us suppose that a student doesn’t want to do math or reading. They are both nonpreferred activities. But, by giving them a choice of which one to do first – they may feel empowered and will more likely complete the tasks.

You also can have a “deck” of activities and have the student pick two of the cards. All the cards in the deck are tasks that need to completed, but the student will feel that they get to determine their destiny by opting their top two choices.

ALTERNATE CHART:: CHOICES

The student is handed a CHOICES chart. They are asked to select two cards from a deck of four options. You can add preferred and nonpreferred activities to the deck or all of one kind (preferred or nonpreferred.) You can opt to have less or more options, as well.

Here is an example of a blank CHOICES CHART.

STEP 3: Be sure to include the child / student as part of the process.

STEP 4: Introduce the DAILY ACTIVITY and TRANSITION CARDS

SAMPLE ACTIVITY CARDS

About the Activity Cards:

These cards are of common actinides and SIGNALS for TRANSITIONS.

Here are some of the cards I constructed, but you are more than welcome to create your own!

REMINDER: The full deck is available at the bottom of this article.

STEP 5: ADDITIONAL "ADD-ONS"

“ADD – ONs ” include charts and cards that allow the child/ student to convey their FEELINGS and/or NEEDS.

Communication is key to helping a child cope

with change.

SIGNAL CARDS for the GROWN-UPS to USE

There may be times when an adult (parent or teacher) needs to use a cue card to relay information. Such as giving a three-minute “warning” that an activity is about to change.

LAST STEP: DATA COLLECTION

How do you know if these techniques are working?

Whenever you start a new “strategy” to help modify and/or regulate behaviors – you probably want to keep track of the effectiveness of the program. Realize, however, that you can expect an “uptick” of negative behaviors after you start. Why? Think of it this way. Have you ever wanted to start a good behavior – such as exercising daily -and then you realize after the first day it is HARD work! So, you want to quit! That is what may happen for a short time here, too.

To combat some of that “backsliding”, consider using praise (lots of it) for any attempts the child makes to comply with following the system (transition). Also, a token economy (tangible incentives like stickers, privileges, etc.) can be very helpful with a child “buying in” to this new system.

Be sure to document each day so you and your child can see the changes- hopefully for the better. An easy way is to just use /// marks as a way of tabulation each time that the child uses a chart successfully. And an XXX mark for when the chart was “in play”, but the child did not respond as expected. Use the chart below to help collect data and see if progress is being made or if you need different strategies or interventions.

Negative behaviors can be considered as 1)Non-compliant,2)Aggressive, or 3)Disruptive. Examples of these could be: 1) No, I won’t do it, 2) No I won’t do it and I will rip up the chart, 3) No I won’t do it and I’ll yell and have a major meltdown to disrupt the classroom environment and have everyone stop and pay attention to me.

DATA COLLECTION CHART to DOWNLOAD and an EXAMPLE.

THE CARDS IN THE DECK

SAMPLE ACTIVITY CARDS

SAMPLE TRANSITION CARDS

SAMPLE CARDS for the I FEEL CHART

SAMPLE "NEED" CARDS

DOWNLOAD FOR THE DECK OF CARDS

DOWNLOAD CHART TEMPLATES

CLOSING THOUGHTS

I hope that the content of this article helps families and educators who are looking for techniques and actual hands-on tools which calmly allow a child to adapt to transitions.

I welcome any of your suggestions or feedback on these. Also, I am always curious if you enjoy the information and articles on this blog.

Which are your favorites?

What would you like to see more of here on LouiseSattler.com?

Use the comment section below to let me know your thoughts!

Thank you-

~Louise

Special thanks to Ava Parnass

Dear Rookie School Psychologist – This is some “Stuff” They Didn’t Teach You in Graduate School

Published on September 2, 2022 by Louise Masin SattlerLeave a comment

Dear Rookie School Psychologist,

Congratulations! You made it through graduate school and now it is time for you to use all your knowledge to help children, school staff, and families. Bravo! However, despite all your new found professional skills, you still have so much more to learn! In fact, here is a secret – there is “stuff” that they didn’t teach you in graduate school that I like to call the “inside scoop” of this profession. Curious? Well, keep on reading…

I am a seasoned School Psychologist. I graduated way back with the dinosaurs in 1984 from Penn State. The program was arduous and the competition to get in and stay in was fierce. But, I managed and here I am nearly 40 years later still working with students, teachers, administrators, and families.

My journey hasn’t been a direct path – in fact, I have jumped off and on this trail many times. But, I truly wish there was a course offered among all the other requisites that provided insight and advice that could have made my rookie journey a bit smoother.

So, with that in mind, I offer to you my pearls of wisdom – the good, the bad, and hopefully the funny.

In the digital age don’t forget about good old-fashioned paper. I know many of my colleagues keep their records all digitally. They also use record forms (protocols) that are electronic. I was toying with this idea and then I lost a bunch of emails due to a “glitch” with my Gmail. That convinced me – I am sticking to paper and pen! This means I have both a digital calendar and a real daytime book for appointments. We call it “organizers” in educational terms.
Communicate not once, not twice, but three times with parents and staff. When I make appointments I am super diligent with setting and keeping appointments. I also expect my students and their families to do the same. So, I write notes and send emails up to three times for each meeting. And of course, my online calendars will pester me with reminders. That makes me happy.
Create a ton of different templates for reports. Yes, I am a big fan of the template for writing those very long, boring, and often tedious psychoeducational reports. I found a few I liked from the Teachers Paying Teachers website, but mainly I create my own. Canva helps with graphics (who doesn’t appreciate a well-constructed bell curve graph or chart!?)
Check those numbers! I use a system for tabulating the number of correct ( or incorrect) responses on my record forms. It is the THREE✓ check system. Check one means I added all the numbers of correct/incorrect responses for the first time. The second pass – through for recalculating the numbers to make sure the first and second times match will result in a second check. A third check is placed on the cover of the record booklet which means I checked one last time when I input the numbers into an online scoring system or obtained the results from a scoring manual myself. Regardless of how I score three checks mean I reviewed the results and added them THREE times! Why so redundant? I live in fear of making math errors and even more in fear of having to rescind or explain something I did wrong. Three checks = reduce stress. See the image I mocked up below.

5. This is important. Perhaps the most important thing I will share with you today. Know that your results are being received on many levels by the parent / guardian receiving the news. There is a level of understanding about intervention, assessment, and/ or therapy that you have that they don’t. No one handed this parent(s) who may be new to special education a booklet that told them about how they will feel.

Sure, these fine folks received a ton of documents about their rights, but nothing prepped them for the feeling of a dagger slicing their heart to shreds. As a School Psychologist, you need to learn how to deliver the news – whatever it is – with grace, compassion, and professionalism. Period. Remember that your roles could easily be reversed with you as the recipient of the information. I know. I have sat at ‘both sides of the table’.

Don’t make promises. You don’t have a crystal ball. After you deliver “the news” be sure to wait. Give the parents/ guardians a minute to process. Ask them if they have questions. Offer to review parts again or to meet again after they had a day or two to let “the news” sink in. Remember – the people across from you at this table are trying to listen while possibly their simultaneously experiencing a broken heart. They may have just experienced their dreams for this child bursting.

Feel free to read more here.

6. When I attended Penn State’s School Psych graduate program I had a great professor who mentored me, Dr. Jim Murphy. Gosh he was amazing and so wise! During my second year of graduate school he was my “clinical supervisor”. That’s the guy who watches you “learn” and then critiques you. One day he gave me great advice when he saw that I was struggling with talking to parents about the results of the evaluation I recently had completed. He said, “Louise – you don’t need to have all the answers. When you talk to parents or staff, it is OK to say- “I don’t know”. But, then follow-up and let them know that you will try your best to get some information to answer their questions. But, never make promises as some questions never can get answered.” Let me tell you – that was solid advice that has stuck with me for decades. Simply know – you are not a walking Google search engine. You don’t and can’t know all the answers. And that is OK.

7. I easily could add much more than seven entries on this list. But, I will close with these last three that are “related”. Keep learning, keep healthy, and keep safe.

Sure you need continuing education credits and you will fulfill this obligation every few years – but in reality, you need to keep learning beyond the world of special education and psychology. Learn about the world beyond your community. Travel. Paint. Go learn to salsa dance. Watch cartoons so you can relate to the first graders in your school. Just keep learning.

And remember to take time to take care of YOU. Turn off the digital world and go enjoy the outdoors. Practice self-care on a daily basis while you are practicing as a psychologist. Reduce your stress in a healthy way that makes sense to you.

Lastly, be personally safe. Learn the layout of each of the schools you visit. Be vigilant with your own safety. Take a self-defense class to protect yourself.

Here are two links to safety tips that we all can use (and I am sure there are many more!)

SAFETY TIPS BY UCLA

Adapt this list to your local and personal needs

From Both Sides of the Table: The Psychoeducational Evaluation Process – From the Lens of the School Psychologist (Part 3 in the series)

Published on August 20, 2022 by Louise Masin SattlerLeave a comment

Your third-grade son is not reading the way your nephew who is in the first grade is reading. He seems to be “stuck” and his frustration with learning is starting to result in behavioral issues- such as making excuses to not go to school and acting out when he is there. You talk to his teacher and she recommends that you submit a written letter (or email) to the school administrator to request a meeting to express your concerns. This starts a formal “timeline” of the special education process. Typically the meeting happens and there are fifteen days to develop and submit an assessment plan if one is determined to be needed.

The assessment plan is like a roadmap as to what comes next. First, the concerns are spelled out and what is the reason for the referral? Statements may be as follows:

Jane has been demonstrating challenges with her reading on grade level – the second grade general education curriculum. Her teacher and parent have noticed her struggling and have the most difficulties with letter- sound relationships (phonics) and writing her letters correctly. She also has been interrupting other students during group instruction. Lastly, she seems easily distracted and often needs redirection to stay on task. The SST meeting members recommend that your child have a comprehensive psychoeducational evaluation to gather information about his present abilities in the areas of ____ (fill in the blank) and to see if he/she meets eligibility for services in special education. “

Then there is a whole bunch of “legal stuff” to explain the process and what laws are involved. A case manager is usually assigned to be the parents’ “point person” and will ask for signatures.

EVALUATION TIME

A psychoeducational evaluation can take an hour to many hours or days. There are several factors. 1) The age of a child. Younger children take less time. 2) The reason for referral. This drives the number of evaluators and the depth of the evaluation. 3) The cooperation and behavior of the child – some kids are easier to test than others. Some need more breaks or shorter sessions. That is fine. I let the students drive the schedule. 4) Availability – sometimes a school can only release a child from class for short spurts of time or parents are only available for a chunk of time. Psychologist often needs to be flexible. 5) The child’s health and ability to sustain attention 6) Availability of a helper- such a personal assistant if the child is in a wheelchair or an interpreter 7) Schedule of the psychologist… to name just a few.

The testing usually starts with rapport building. A game. A fun discussion about random topics that is relaxed. Drawing. An interview comes next for me (other psychologists may have a different order to their assessments). Then comes the “meat and potatoes” – tests for ability, academics, memory, motor skills, social -emotional functioning – etc. To list the number of tests psychhologists are trained to use for assessment would be a very long list – and boring! Thus, publishing them here would not be wise. However, here is an excellent link to the evaluation process (from referral to feedback) and a list of common psychoeducational measures used.

Another article written just for parents from an association for school psychologists (NASP) NASPonline: Psychoeducational guide for parents to understand

Feedback from the testing can be very emotionally draining for the parent(s)

There is no band-aid big enough to cover the broken heart of parents when they find out that their child has a serious medical or developmental disorder. As a school psychologist, I would rehearse the words that needed to be delivered to the parent waiting for me. “Bad” or unexpected news needs to be carefully and eloquently given versus blurted out like guesses for Jeopardy. You owe them that much. They trusted you with their child.

I gave hundreds, perhaps thousands, of parents “the news”. Usually starting my “spiel” with some glowing remark about their child – “Such a great worker”, “Really motivated and tried so hard”, or “Fabulous ability to stay on task”. Then came the description of what transpired over hours of one-on-one evaluations, observations, interviews, and discussions with staff. Finally, arrives the moment that many await – the results.

“Based on the findings from this comprehensive psychoeducational evaluation your seven-year-old child currently has the developmental level of a child much younger. That means that his cognitive (intellectual) ability to complete tasks, known as adaptive behavior, around the house, in school, on the playground, and in other places is more like a three-year-old than a boy of seven. The results of the physical therapist, speech, and language therapist, etc. are very similar to my results.”

This is where I stop. Look directly at the parent and wait. Some will start to cry. Some will look confused. Regardless, I need to drop the next “official statement” in their lap.

Then I continue… “I need you to know that these results allow for our team to discuss options for special education as I am recommending that your son meets the eligibility qualifications as a child with Intellectual Disabilities. “

This is where the parent usually asks EXACTLY what this means. Some parents have not heard this terminology and then ask if I mean that their child is “retarded”.

I usually respond, “Yes, that is a much older term. However, I need you to know that he is young and we use strategies and programs that have not been introduced to him yet. So, please know that these results may change the next time we re-evaluate him. We will be reviewing your son’s progress on a regular basis.”

Now it becomes tricky. A lot has transpired in so few sentences. Their world is now upside down. It is awkward. Often sad. I continue…

“Are you surprised by what I just said?”, I will ask.

Sometimes the response is “not really”. Other times the parents go through the Kubler-Ross stages of grief at record speed with ANGER being where they stop. “NO WAY, he is just like me and learns just fine!”, announced one very demonstrative father to me. (How do I respond to THAT?)

Or the sobbing begins. This is so hard. I almost rather have the anger. Sobbing means that the dreams they had for their son are now being reformulated as we sit in this too formal setting. News like this should happen on comfy chairs over tea and with boxes of tissues. Not in a room of strangers who just altered your world in a blink.

So begins most parents’ initial journey into special education. (An upcoming blog in this series will cover the special education “emotional roller coaster.”

Psychologists’ “toolbox” of resources:

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A List of Frequently Asked Questions that Psychologists Ask Parents New to the Special Education Process during their Initial Meeting

Birth History (and if the child was adopted or placed in foster care – any known history of the parent and child)

Medical History

Developmental Milestones (see addendum)

History of medical difficulties or learning disorders in the immediate family or with close relatives

The child’s current sleeping, eating, and toileting behaviors.

Language acquisition – how does this child communicate with the parents? Has there been a steady growth in language development or any decline?

Ability to be flexible with changes to food? Environment? Temperature? Sound? Lights?

Emotional responses from the child daily basis. Overall happy? Responds appropriately or seems to have challenges with emotional regulation?

For older children, questions will center around play, sharing, and educational skills (reading, math, and written language.)

EXAMPLES:

This is an example of a bell curve with ranges reflected from a student’s evaluation. This chart helps to visually demonstrate the child’s abilities for a range of expected skills. The average is considered within the 85-115 range.

Psychoeducational Report Components – sample

From Both Sides of the Table

Part 1- intro

Part 2- starting the process

You May Want to Gift These Books with a Suitcase!

Published on August 15, 2022 by Louise Masin SattlerLeave a comment

I love it when a preschool – early reader series can teach basic skills, such as counting or the alphabet by using an engaging method – thanks to colorful illustrations and interactive storytelling! Add the bonus of an early geography lesson or two and I declare this series a winner! Yes – the ABC PRIMER and LET’S COUNT compilations of books offered by FAMILIUS publishing indeed were winners!

I received a number of books from Familius’ catalog – focusing on the Southwest and Pacific Northwest of the United States. The first thing I noticed was the quality of the books. They were very sturdy and the bright colors really caught my eye. Inside the authors used clever associations of letters and alphabets to highlight fascinating places within the states of Utah, Arizona, California, and Oregon. Readers can learn about prickly pears that adorn Arizona, the avocados and redwoods of California, the arches and other land formations such as Zion, in Utah, and the Portland Rose Festival and seashores of Oregon. Yes indeed – fundamental skills are taught within the pages of these primer readers.

For the slightly older reader, the publisher offers 10 Little Monsters series with many state titles available. I asked to review the California book and they obliged. The author, Jess Smart Smiley must love to travel the Golden State as she picked many locations that are my California favorites, too! From the Redwood Forest to the San Diego Zoo- this book includes many interesting facts that families’ can read and learn – TOGETHER! Plus, maybe it meets the California curriculum requirements for learning about state history and geography at the elementary level?!

As an educator, I truly enjoy these books and I bet many teachers will immediately love them, as well! The authors and illustrators have taken great care to present the materials. I predict that many educators will use them as resources to create interactive learning opportunities within their classroom and virtual setting!

For example, I can imagine a teacher assigning each student a different state book to read. Then they are given an opportunity to share by playing the role of “teacher”. Or extend student learning with videos from National Geographic or state-promoted websites such as VisitUtah.com. I would love to see the artwork that students create after learning about the Grand Canyon or other natural wonders in the United States!

(See below for more educational websites that would be great supplements to learning for younger children about the United States).

Are you a roving home educator who uses the highways as their classroom – “RV Style”? These books are worth the room in the vehicle and super for sharing and trading with new friends you meet on the road!

And, for all parents and educators who love to travel – consider these books as a perfect gift (just add a suitcase!)

Happy Reading!

Supplemental information:

VisitTheUsa.com

National Geographic Interactive Learning kit: https://education.nationalgeographic.org/resource/united-states-mapmaker-kit

NPS.gov – The National Parks system in the United States

I received complimentary copies of the books that will be shared with others. I was not given any monetary compensation. The views expressed within this blog are my own.

What If We Paid Teachers Like Reality TV “Stars”?

Published on June 1, 2021June 1, 2021 by LouiseSattlerLeave a comment

Imagine how the world would be if teachers were paid on the levels of trending models, reality TV show performers, or athletes! How every time a teacher walked up and down the classroom sparks of adoration would happen with whispers of encouragement from the students.

Now, of course, this may seem absurd. Even as I am writing this blog I am rethinking if this could EVEN be possible. But, I have written about the non-glamorous, but the valiant career of teaching before and will continue to write on this subject after this article is completed. No surprise to readers of this blog that I am passionate about giving recognition and thanks to the scores of teachers who work tirelessly on behalf of our children.

Before 2020, there were legions of people who thought that teaching was one of the “easiest” jobs one could have. After all, isn’t the job of educators to only work a few hours daily, and then they just “rinse and repeat”? Plus, there were the ongoing assumptions that summer break was indeed that – time off without any need to prepare, take coursework for continued certifications, and etc. Newsflash – good teachers never stop wanting to improve their skills to help their students.

It took a pandemic to change many minds about the “art of teaching”. Newfound respect was formed about the real work involved with teaching our kids. So many “Ah-Hah moments” happened when parents were thrust into dual roles. It was tough. But, with every difficult lesson comes an increased level of understanding and insight. I hope that one of the lessons learned was that teachers are not paid commensurate with their true worth. They should be revered like our “supermodels” and “elite athletes”!

Yes, this is a huge shift in our collective psyche. And, probably wouldn’t even be a consideration if it weren’t for the Covid 19 pandemic. I simply ask that you please allow this blogger to dream of a world where this is possible.

For many who are reading this article, you have assumed the role of teacher this year as a pandemic brought virtual or hybrid education to your home front. I commend you for your efforts and I bet you were much more successful than you believed. And, for the teachers who made the best of a horrific situation – kudos as you the true “reality STARS”!

Thank you for reading. Respectful comments always welcome below.

Read more on this subject here

2018 – Another year of “Life Lessons”

Published on December 19, 2018 by LouiseSattler2 Comments

Hello (almost) 2019! I must admit that 2018 was a roller-coaster year. I can only sum it up with these handful of “life lessons”…

Kindness Matters. These aren’t just words. This is a call to action to demonstrate without fanfare how kindness matters every single day and to pass on this quest to the younger generation. Thanks to the Born this Way Foundation, I was able to hear many accounts about random (and not so random) acts of kindness that made monumental changes in the lives of others.

Have fun. Have lots of fun. Travel and then re-pack the suitcase and travel again as the world of travel gives you the best education ever! See new surroundings through the lens of the local folks instead of the tour guide book. Take lots of photos and print them. Chronicle your adventures with these photos and your recollections in print. Hubby and I went on several trips this year and each one taught me something different.

Dogs are the best. After children, a dog in the house is the best. Our Bayla brings light and humor to us daily. She reminds us to live in the moment. She also reminds me that resiliency is a great trait to possess. Bayla was also the subject of one of my more controversial blogs where I spoke my mind and heard about it from others. You can find it here.

Now this was a hard one. There are no do-overs in serious relationships. You can never set back the clock and pretend “that your actions that spoke louder than words” could ever be erased. I have seen lives torn apart this year over unkind acts and tweets. Just reading the online news alone is proof that relationships shift due to shifty behavior. Now more than ever, I am reminded of these lessons: You are accountable for your actions, posts and behavior. And …”You are the company that you keep.”

My opinion is simply mine. Not yours. Don’t twist my words or deeds. When I write, speak or teach, I am sharing my opinion. I own it. I do not expect others to agree or even to adopt my opinions. Don’t like what you are reading – click the arrow to change the page or keep scrolling! Enough said.

Silence can be the golden path to peace. I have learned to say nothing when at times I really wanted to scream. I learned this year, more than ever, that silence may be needed when the world seems clearly out of control. I remain silent because I want to not be misunderstood about my intent or actions. I remain silent perhaps because I am trying to listen and learn. I made 2018 the year of striving for quiet, peace and calm. Because I KNEW if I started to speak my mind (beyond a short venting session via a blog or two), then I could be at risk for rambling hours or days. Note: Ranting aloud for days can result in a bad case of laryngitis. I have to have faith that eventually, the world will be right again – like in two years.

Big opportunities and new friendships are found when you look ahead vs. in the “rear view mirror”. I have had doors open this year that I just didn’t expect and made new friendships that are refreshing and chocked full of ways to expand my learning! One HUGE lesson I embraced – I needed to stop what wasn’t working and begin to follow my passion. That is why I have learned to go back to what really mattered to me – investing in the education of kids by working in schools. Opportunity knocked and I opened the door. The kids were smiling. I am happy.

Seek calm and status quo as they can be far better than their counterparts – chaos and drama. I have learned to turn off the noise from those who are negative or have created their own myopic world. I respect their right to conduct their lives as they wish. But for me… well…. sorry I need to mute these folks, walk away, and remain off their radar.

You Matter. We All Matter. On February 14th, hubby and I were in Japan. I woke up to the news about the Parkland HS shootings. Not from Facebook headline, but from a dear friend’s text telling me that she was beyond upset. The unthinkable was happening before her eyes as her daughter’s school was the scene of an active mass shooting. This young teen witnessed the most horrific scenes that anyone could imagine and lost some of her closest friends and classmates. She went from an innocent young lady to one that now marks time before and after February 14th. I learned that day, that sadly, no one is safe from random violence. But, everyone can demonstrate compassion and come together to help the grieving and create change.

I was honored and in awe of those who donated money and services to help people most in need. Including my women’s networking group, BCBC, who donated monies to help bring a bit of joy to the Parkland students.

Yes … People cared. And …People showed that we ALL matter in this world.

Social media should not be used as your diary or date book. Of course, I am a big fan of social media but I don’t share my day to day schedule nor do I find it necessary to write my most personal thoughts or a rash of scathing comments. I want to use social media for social good because kindness really does matter. And when I see a timeline that is more self-serving than serving others, I simply mute it or unfollow.

See a movie. This last one may seem really trivial…but (please) treat yourself to seeing new release movies in the theater. And, splurge! Get both the popcorn and the candy!

In closing, feel free to share your life lessons in the comment section. Be good to yourselves. Be good to others. Be well. Happy Holidays! ❤️

xo,

Louise

A very special community gift for a very special teacher.

Published on August 26, 2018August 26, 2018 by LouiseSattlerLeave a comment

Hello All,

Last week I was asked to help start a GoFundMe page for a person I have never met. She is a physical education teacher who through a series of life events now has debilitating back pain due to a spinal disc that has partially broken off. Surgery is needed to alleviate the pain and start the healing, but due to red tape, her insurance company is denying or limiting much of the coverage she will need to pay for the “must have” medical procedures and after care.

I don’t want to make this article about insurance issues in our country, but rather how a community has come together in less than five days to donate a serious “chunk of change” to get Ms. Monica Wood back on her feet again. They have given her not only financial help but the gift of their love and community spirit.

Side note: I know the agony of back pain and my experiences have been nothing compared to what Monica is having to endure. Read related blog.

Monica Wood and I have communicated via good old fashioned texts and what I have learned is this is a vivacious woman who is beloved by the students, staff and parents at Grand View Elementary School in Manhattan Beach, California. She exudes all the traits one needs for a speedy recovery as she is hopeful and keeping a positive outlook. She also believes in not wasting a moment or wallowing on her situation as she recently asked a group of friends about how to get connected with area organizations who knit blankets for families with new babies. Geez – that is one incredible woman!

Monica’s unique story is best told by the many comments and photos that have been left on the walls of the GoFundMe campaign. I am simply inspired by each and every one. These days we are all so busy and focused on our own lives – but, the outpouring of love and generosity to help this educator simply is a testimony to the willingness of community members to stop everything in order to help. Not only are they demonstrating their support with their wallets, but also with their hearts and social sharing to others. Those who are in social media call the act of social sharing: #SocialGood!

From the GoFundMe “Giving BACK to Monica Wood” campaign:

Monica, You are the best! Always positive, encouraging, and energetic. We are so sorry you are having such pain. We wish you a speedy recovery. Love, Kate, JT, Edie and David <B>

Ms. Wood- you were the first person to really see Brendan and to help him have happy time in school. You gave him a safe place and a teacher’s love. I’m so sorry you are going through this. You deserve the best of everything. ~ <B.P/>

We got your back, Monica!!!!! ~ Kari

Monica Wood has responded to all the amazing folks in her GoFundMe “sphere” with these words

Lastly, I conclude this note to all with a video from the GoFundMe page and also my thanks to all for reading this very special story.

Have you registered for the 2018 #ShakeOut Drill yet?

Published on August 1, 2018August 10, 2018 by LouiseSattlerLeave a comment

This is a friendly reminder for ALL of you to register for the 2018 ShakeOut drill! What is the ShakeOut Drill? (And no, it is not a new dance). The best description comes from the organization that hosts this annual event – ShakeOut. Also, below is an explanation from their website with “hyperlinks” to help you learn more.

Many areas of the globe are prone to earthquakes… You could be anywhere when an earthquake strikes: at home, at work, at school or even on vacation. Are you prepared to survive and to recover quickly?

Great ShakeOut earthquake drills are an opportunity to practice how to be safer during earthquakes: “Drop, Cover and Hold On.” ShakeOut also has been organized to encourage you, your community, your school, or your organization to update emergency plans and supplies, and to secure your space in order to prevent damage and injuries. <Shakeout.org>

So, NOW is the time to take TWO MINUTES to register your family or organization for this all important safety drill. Remember – some of the worst earthquakes in the United States happen in states like Oklahoma, Pennsylvania and Virginia! California and Alaska don’t have the monopoly on earthquake activity in North America! Please don’t be complacent and think, “It can’t happen here” – because history has proven quite the opposite!

Also, included on the ShakeOut.org website are some very handy resources for students, teachers and much more.

Click on the bolded and underlined titles below to connect with the direct resource:

Preparedness materials, games, posters and downloads for K-12 : For Educators and School Officials

For College Faculty and Administrators

For those with Access and Functional Needs

A Sign Language Video for Earthquake and Tsunami Preparedness

General Information and FAQs about ShakeOut

Winter Activities For Kids That May Lead to Some “Dough”.

Published on March 6, 2018March 6, 2018 by LouiseSattlerLeave a comment

The east coast is going to be hit again with potentially another foot of snow and that means a lot of kids will be home from school. What to do to beat the “winter time blues”? Here are some ideas that may result in more than keeping the kids busy on a winter day…

Pillows / empty boxes / blankets over a couch and table make the perfect fort! Include some flashlights, books and board games to make the perfect “camp”. If you have a group of budding musicians consider challenging them to write a song with music and lyrics. Think the song has potential? Check out websites for submission, such as this one.
Create your own board game. Kids can be super creative. Offer them the suggestion to submit to the HASBRO gaming lab their idea. Rules and more can be found here. As an incentive – they are offering some substantial cash prizes and awesome opportunities to meet them in their lab. HASBRO, of course, is a giant in the board game world. Read the rules and terms carefully, before entering.
Create a recipe – then bake it! Of course, supervision is important in any and all activities that I would suggest. But, especially when it comes to using appliances, such as an oven. Who knows – you may actually have a budding chef under your roof! Did you know that AllRecipes.com offers a way to submit your own creations? Check it out here And, KitchenChat.info has a multitude of podcasts and recipes for novice and more experienced cooks to try!
Attention Young Authors! Break the winter blahs by inviting your kids to stir their creative writing talents and create a short story for submission. Due diligence is necessary as writing for publication is a tough journey. However, for those who want to venture on this path check out this article.

There are many great ways to keep kids who are “stuck” inside busy! Share your ideas below and remember to do your due diligence if submitting to any of the above websites. Good luck and Enjoy!