Soaring Balloons & Heavy Shackles Virtual Book Study ~ Turning K-12 Trauma Research into Practice with Heidy LaFleur

Join Heidy LaFleur for a free 4-week virtual book study. Participants must purchase the book Soaring Balloons & Heavy Shackles by Heidy LaFleur independently (however the ROE will be raffling off 7 copies to registered attendees). For this specific event, cancellations must be made no later than Wednesday, March 26, 2025 or a $35.00 invoice will be sent.

Participants must attend the full duration of all 4 sessions (April 1, April 8, April 15, April 22 4:00-5:00pm) , do not register if you cannot attend all 4 sessions. Additionally, educators must participate and complete all requirements to earn the full 12 PD credit hours (no partial hours will be issued). See the outline of the virtual book study below:

1. April 1 – Reacting vs. Responding to Behavior (pgs. 28-94) In our trauma-filled world, our kids want to be seen, heard, validated and understood as they communicate with us through behavior. Allowing our kids to have a voice produces desired behavior. When we shut it down, undesired behavior is the outcome…60 seconds is the difference. Using the The Social Emotional Alphabet, leave knowing that Acknowledgement must come before Accusation, Behavior is a Bonfire, Compassion comes before Curriculum, kids need a Hexagon of Hope & together, we must Practice Perspective.
2. April 8 – Consequence vs. Punishment Mindset (pgs. 95-158) Behavior is an attempt to communicate. Our response back is communication as well. If we want to change behavior, we model, teach and help students grow their coping skills for life; we consequence. If we want to feel instant gratification that the child “needs to pay” for his/her/their actions; we punish. Learn the difference between consequence mindset and punishment mindset and realize people become defiant for a reason. Together, realize there’s a difference between Defiant & Deficient students, we must Empower over Ego,  give Feedback with Feeling, provide Golden Greetings, honor one’s Journey without Judgement, be Open to Opposition & Value Vulnerability.
3. Keep Them in Class: Defining Unsafe Behavior (pgs. 159-210) Regulating oneself is the first step to de-escalating behavior & building relationships with OUR kids. Often, safe behavior can be annoying, but should not warrant a student being removed from class. We will define safe vs. unsafe behavior, discuss what to say and do when students communicate through undesired behavior & “be a VERB” in order to problem solve. Be sure to show Interest before Instruction, realize the power in siLent Listening, give Kindness to every Kid, Nevertheless Negotiate to keep kids in class, know this is a very Meaningful Mission & use Questions to Quiet and calm.
4. Those Kids (pgs. 211-283)As educators, we have no control over how OUR kids come, where they come from, and how much guidance and love they’ve received in their lives. Navigate parts of my book, THOSE KIDS are OUR kids with me as I break down the trauma cycle and share behavior brain research to guide us, as educators, to make EVERY day the BEST day for EVERY child.Be sure to acknowledge Relationships before Rigor, be human by being Sorry, so Sorry, Tell Them your story, Wonder What happened to them, be eXtra fleXible in all you do, know they’ll get there if you practice Yes to Yet and believe Zilch Zero tolerance models equity over equality.