KD/H's Safe Space: A Place to Regulate

Welcome to our Safe Space!  This multi-faceted, sensory-supportive space is intentionally designed to hold space for campers when they are experiencing a BIG emotion.  In this comfortable and quiet spot, campers use tools to move through their emotions, either alone or with a teacher.  The Safe Space is open to students at any time and for any reason, and it is limited to a one-student occupancy.

Curious about what objects you will find in this cozy corner?  Let's explore!

It's hard to miss the warm and smiling faces of loved ones displayed in our "Friends and Family" wall.  Having photos of each child's family posted in the safe space sends a message that every individual is important, valued and seen.  Further, it can serve as a comforting reminder that we are a school family, and our classroom is place where students are loved and supported no matter what emotion they are feeling.  

The other faces you see are those of our stuffie friends: Pusheen the cuddly, squishy cat and PandApple, a hybrid creature that is part apple, part panda.  They sit in front of a soft, pizza-shaped pillow.  Who are these critters and what purpose do they serve?  From providing soft-to-touch sensory support to a set of imaginary listening ears, our stuffed animals comfort and calm students when they are feeling frustrated, sad, angry, overwhelmed, excited or silly.  

Shining brightly on our relaxing rocking chair is a transformable sequin pillow.  This item is undoubtedly a favorite of this year's campers.  An excellent outlet for frustration, this pillow provides fine motor sensory stimulations students may crave when they are experiencing an upset.  Further, it is a great tool to help build up the muscles in the hand and can be used as a tool to draw or write letters.  Sometimes when students aren't able to use their words to express themselves, this pillow becomes an instrument of communication.

The Safe Space extends to the art easel where students can choose to write or draw using a chalk or dry-erase board.  Choosing to sit or stand, to use color or black and white, students can illustrate the events that led to their big emotion, write out a solution, or simply scribble until they feel calm.  The art easel is great for comprehending and naming emotions, as students often utilize it to draw the feelings they feel by drawing the facial expression that corresponds with an emotion (eg a frowning face for sad, a face with furrowed brows for angry).  

For students still learning the connection between facial expressions and emotions, looking in the mirror is a helpful and enlightening experience.  It can also be really fun :-)

To quote Conscious Discipline, the philosophy from which the Safe Place tool is derived, the Safe Space is "a center where children can go to change their inner state from upset to calm...it is a tool for learning, not time-out... [the Safe Space] is a place where children learn and practice the skill of self-regulation."

When a student feels triggered, they may choose to go to the Safe Space, or a friend or teacher might suggest they take a visit for a quiet minute.  It is encouraged that a student use a calming tool, such as a breath, to start like their time in the safe space.  Then, with the assistance of a Morah and eventually independently, the student identifies the emotion they feel.  Next, the student may choose an activity either in the Safe Space or from the treasure chest.  Activities include drawing, using calming lotion, and reading books.  Once the student is calm and in an optimal learning state, they can work with their teacher to solve the problem that previously occurred and are ready to learn a new social skill that can help support them in future conflicts.

Want to make a Safe Space to use at home?  Check out Conscious Discipline's Instagram for start-up tips and ask your child for their input!

IJP Camp's Mitzvah Projects!

 While we have been spending the summer splishing, splashing, painting, digging and exploring, we have also been looking for ways to give back to our school family and the community at large. Each class has chosen a Mitzvah Project inspired by the children's ideas.

KA/KB

KA/KB is all about hydration! The children regularly volunteer to help carry the water bottle basket to and from the playground, and even like to hand the bottles to their rightful owners. That's helpful and thoughtful!

They also extended our morning juicing activity into a show of appreciation for the operations staff here at IJP. After squeezing the fruit in our fruit presses, they added some water and sugar and delivered drinks and thank you notes to Morah Elie, Morah Rena and our security guard Cornel!

KB

KB has been busily beading all summer long. They used their beading skills to benefit others by making bracelets and necklaces to brighten the day for residents of a retirement center.

KG/KD

KG and KD embarked on a baking adventure by making delicious chocolate chip cookies and giant thank you cards for Mr. Jonathan, Mr. James, and Cornel who help keep our school safe and well-maintained.

KD/KH

Our oldest class kept the greater community in mind as they brought their Mitzvah Project to Trader Joe's to do some shopping for a local food service program. They took their cash and their shopping list and purchased non-perishable items to be distributed to people in need.

Here's to many more mitzvahs!

Yoga Poses with Kitah Bet

Yoga Poses with Kitah Bet

This summer Kitah Bet started doing yoga with Morah Shterny! We learned different poses to stretch the different parts of our bodies. We did some plant poses like lotus pose, weeping willow and mountain pose.

Here Kitah Bet is sitting together in lotus pose, with their feet crossed and their palms on their knees.

We also learned many animal poses like downward dog, cat/cow, cobra, frog and butterfly.

This week the children each chose their favorite pose to do and told us a little bit about this pose and why they like it.

Tanner

“I’m doing downward dog

because I like doggies.”

Micah

“I’m doing cobra pose.

I like the noise that they say sssssss.”

Ada

“I like butterflies so

here’s a butterfly pose.” 

Sonya

“I like jumping like a frog.

This is frog pose.”

Shmuel

“I like butterflies!”

Adam

“I do the snake pose.

I like snakes a little bit.”

Avraham

“I like to jump like a frog.”

Annabelle

“I like to do this. It’s downward dog.”

Abe

“It’s downward dog pose.

It’s kind of like a cat 

with his bum in the air.”

Chana

“I like to jump like a frog.” 

Some children noted how their body felt when they did that pose:

Delilah

“I feel a stretch in my leg.”

Danielle

“Downward dog is my favorite pose.

I feel the exercise in my belly.” 

And some children put their own creative twist on a classic pose:

Itai

“I like to do backwards dog.

I put one foot up.” 

Eli

“I’m doing downward

dog with one hand up.”

Kitah Bet enjoyed moving their bodies, listening to calm music and getting a good stretch during our Yoga classes this summer!