Tagged With "Teaching"
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COVID19 Re-Imagines School-Home-Ed Disciplinary Practices w/Trauma-aware Zero-Punishment Conscious Discipline to stop Abuse at its source!
ACE's & COVID-19 - Change is coming: Ethos is, as ethos does - Are we all on-board with the following ethos?
ETHOS: If a child commits a criminally-prosecutable act then it is a matter for doctors, not police (for HIPPA, not FERPA)! Well? Onboard?
If one grasps the prior, the following is then readily self-evident: CORPORAL PUNISHMENT lays the foundation for abuse and occurs in 80% of households and 15% of schools. Corporal Punishment implicitly perpetuates, condones and promotes th
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A Trauma-Informed Approach to Teaching Through Coronavirus - for Students Everywhere, Online or Not [washingtonpost.com]
By Valerie Strauss, The Washington Post, March 26, 2020 “Anxiety” is one of the words you hear frequently about our individual and collective reactions to the coronavirus pandemic — which has stopped public life in its tracks in much of the world. Kids are anxious. So are their parents and teachers and principals and superintendents and friends and elected officials. For those people who were anxious before covid-19, the sense of apprehension has only deepened. Given that, this post offers...
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A Trauma-Informed Approach to Teaching Through Coronavirus [tolerance.org]
Experts from the National Child Traumatic Stress Network share their recommendations for educators supporting students during the COVID-19 crisis. By TEACHING TOLERANCE STAFF MARCH 23, 2020 L ast week, as schools across the nation closed their doors to slow the spread of the coronavirus, TT reached out to our community to learn what support you needed at this time. Among the most common responses was a call for trauma-informed practices to support students over the coming weeks and months.
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All pupils will be taught about mental and physical wellbeing (gov.uk)
It's a start. Clearly many children do not grow up in households where this information is known and understood and healthy patterns hold. I believe we still have a way to go including ACEs and that emotional health is key. All children in England will be taught how to look after their mental wellbeing and recognise when classmates may be struggling, as the Government unveils new guidance for the introduction of compulsory health education. Bold new plans set out today (Monday 25 February)...
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Dear Teacher
Dear Teacher I remember you and I would imagine you remember me well. I am your student. We have shared space for many years yet have never come to know one another. Although I have known you over twenty years and spent more time with you than even my closest friends and family, our relationship has remained transactional, tense, contentious and at times violent. We have cursed, threatened and insulted each other, I have thrown chairs and spat at you and you have restrained me multiple...
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Echo Conference Spotlight: Self-Regulation, Dysregulation & Co-Regulation - Neurologically Informed Teaching & Parenting
Echo's conference this year is bursting at the seams with great workshops for teachers, parents and anyone who works with children and their families. In addition to the not-to-be-missed keynotes such as Dr. Ross Greene, we are proud to present: Robbyn Peter Bennett Workshop Spotlight: Self-Regulation, Dysregulation & Co-Regulation - Neurologically Informed Teaching & Parenting You may have seen Robbyn Peters Bennett in her TEDx talk . In our conference workshop, Robbyn will discuss...
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Good Choices FEEL Good - An Early SEL Lesson from Grandma Boom / ORAEYC Blog
The little baby dinosaur was afraid to come out to play.....teaching empathy
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How teaching assistants can support pupils in lockdown [tes.com]
By Antoinette Frearson, Tes, May 8, 2020 Teaching assistants offer vital support in school, but school closures don’t have to mean a pause to the daily support and encouragement they usually provide. Here are eight ways that teaching assistants can continue to provide their effective and crucial support to students, parents, colleagues and each other while working remotely: Coronavirus: 8 ways teaching assistants can provide support... [ Please click here to read more .]
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SPLC's Teaching Tolerance Project: Social Justice Standards
I hope everyone is staying safe and sane during this heat wave! I wanted to share with you a tool that I came across from the Southern Poverty Law Center's Teaching Tolerance Project (if you have not had a chance to subscribe to their weekly newsletter , please do! It has a wealth of wonderful information that intersects with Resilience / Trauma Informed work) They also have a bunch of great free webinars ! Teaching Tolerance’s Social Justice Standards "Social Justice Standards: The Teaching...
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Superkid Power Guidebook
In Southern Oregon, Janai Mestrovich, MS, Early Learning & Child Development, labels her curriculum Empowering Superkids. The focus is on pre-K and Kindergarten kids and teaching them to know her/himself and tap inner resources of mind/body/emotions/breathing and have skills to make good choices and feel like a SUPERKID. Teaching self awareness, self respect and communication/collaboration are essential towards resiliency. Janai has developed and taught the Superkid Guidebook over a 40...
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Teaching Adult Wary Children and Youth
Secure, trusting bonds are essential if young people are to grow, learn, and thrive !!(Baumeister, 2011; Brendtro, Brokenleg, & Van Bockern, 2005; Shulevitz, 2013). Today there are literally millions of young people disconnected and living in violent communities with over stressed families and schools that are depersonalized. They traverse dangerous communities and the ecology in which they live is one of extreme levels of toxic stress. The most troubled and troubling kids display...
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Teaching self awareness and stress recognition to kids age 4-6
Janai Mestrovich (BS/MS, Family & Child Development), teacher and developer of 'Superkid Power' (Ashland, OR) passed this along to me regarding how she uses finger activated mood card to measure temperature and kid stress levels: 40 Pre-K children learned how to measure their stress level this morning by measuring hand temp. with mood cards. Blue, happy-peaceful-very calm; Green, calm; Red, tight muscles/upset; Black Tense/grit teeth. We chanted and drummed appropriately - tense drumming...
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New Resources on DACA from Teaching Tolerance [teachingtolerance.org]
Teaching Tolerance is a wonderful resource for educators, librarians, caregivers, or anyone who comes into contact with youth. This new section on their website " The Moment : Defending DACA and Busting Immigration Myths" is devoted to DACA information and resources. " The White House and Justice Department this week announced plans to end the Deferred Action for Childhood Arrivals (DACA) program. How will this decision affect your students, their families and even your colleagues? Learn...
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Nowhere to Hide: The Elephant in the [Class]room
We are trying to scoop water out of a boat which has gaping trauma-holes in the bottom.
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Kids Artwork - The Key to Communications & Goal Setting
Crayons can do wonders. Not just to make colorful rainbows and unicorns but as a vital tool used for communication between students and between the student and their teachers and parents. Janai Mestrovich (BS/MS, Family & Child Development, Ashland, OR) incorporates kid art into her SuperKid Power curriculum. Here are several examples from the kids (pre-K and Kindergarten) reflecting goals the kids said they were thinking about or that concerned them. in the first example, a young boy...
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LucidWitness: Increasing Public-Awareness of Developmental Trauma
LucidWitness blogposts are designed for social media to help grow awareness of developmental trauma among your network(s).
Comment
Re: Echo Conference Spotlight: Self-Regulation, Dysregulation & Co-Regulation - Neurologically Informed Teaching & Parenting
This looks fantastic. I have been trying in a variety of ways to bring neuroscience --- especially in terms of bullying --- to educators. We are not talking about it or learning about it and it's so important. A couple of articles I've written for those interested http://ourmomspot.net/community/index.php?topic=12667 http://www.edutopia.org/blog/w...tors-jennifer-fraser
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Re: LucidWitness: Increasing Public-Awareness of Developmental Trauma
This index is phenomenal Daun! Thank you for your continued commitment to and passion for creating trauma-informed schools and being part of the solution in spite of, or perhaps because of, the very hard work you do every day!
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Re: LucidWitness: Increasing Public-Awareness of Developmental Trauma
Wow! Thanks so much Leslie!
Calendar Event
Trauma Informed Instruction: The Regulated Classroom
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Trauma-Informed Instruction: The Regulated Classroom
When educators learn about the devastating impact of ACES and toxic stress on a child's developing body, brain, and behavior, they often remark, "well, now what?" In this interactive workshop, participants learn to create a classroom that generates psychological safety and invites emotional and behavioral regulation via the nervous system. Co-presented with a seasoned educator, participants take a deep dive into a regulated learning environment; and they learn by doing. Participants will...
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Why and How Teachers Can Become Better Prepared for Trauma in Schools
Below is the text of an article appearing in Forest of the Rain Productions with a special thanks to Dr. Michael Robinson. Link to piece is: https://forestoftheraineducation.weebly.com/we-donrsquot-teach-educators-enough-about-trauma-we-should-do-more-karen-gross.html TEXT: Hardly a week goes by without some trauma in the US. Some events are nature made; some are human-made. There appear to be fewer and fewer “safe” places and spaces. The usually “safe” places – schools, universities,...
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Re: Trauma-Informed Instruction: The Regulated Classroom
Emily, I LOVE what you are offering! Do you only schedule training and workshops in Hancock NH? Would love to see this offered here in Maryland -- we have many public school systems who are working toward trauma-informed schools.
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Re: Trauma-Informed Instruction: The Regulated Classroom
Hi Brenda! Thank you so much for your comment! I travel and offer trainings anywhere in the country. Let's talk more. I can be reached at Emily@herethisnow.org or 603-525-4443. I would absolutely consider offering a training in your neck of the woods if you thought there was sufficient interest. Cheers, Emily
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Re: Trauma Informed Instruction: The Regulated Classroom
Will this workshop be video recorded as it would be great to be able to view it here in Oklahoma?
Ask the Community
CALL FOR CHAPTERS Developing Trauma-Informed Teachers: Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches
We are excited to announce a call for an edited book entitled, Developing Trauma-Informed Teachers Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches. The text will be published by IAP Press. This text will provide readers with a more informed understanding of how educator preparation programs are providing teacher candidates with the knowledge and practical skills to effectively utilize trauma-informed practices that are rooted in an asset-based approach to...
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Re: CALL FOR CHAPTERS Developing Trauma-Informed Teachers: Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches
Hi, this sounds super amazing!
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The Teaching That Works for Traumatized Students [theatlantic.com]
By Laura McKenna, The Atlantic, July 28, 2020 W hen ben started flipping desks in the classroom, his teacher Heather Boyle ushered the rest of her first-grade class into the hallway for safety. Things had begun to unravel a few moments earlier, when Ben—whose real name isn’t being used, to protect his privacy—struggled with a math lesson. He crawled under desks, bumping into other children’s legs. When his classmates complained, Boyle asked him to come out. “I don’t know how to do this...
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Online Workshop Nov 30, Dec 7 & 14 - Reimagining Resilience - Using a Trauma Lens
For more information and to register - https://www.eventbrite.com/e/124637117975 Reimagining Resilience: Using a Trauma Lens helps adults build positive relationships with children who have experienced trauma. We will explore the impact of adverse experiences and the effect they have on developing brains and student behavior. The course gives teachers, parents, and other adults working closely with kids the skills they need to make sure that every child knows that they matter. An online...
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Teacher stress linked with higher risk of student suspensions [Science Daily]
Just how stressed are teachers? A recent Gallup poll found teachers are tied with nurses for the most stressful occupation in America today. Unfortunately, that stress can have a trickle-down effect on their students, leading to disruptive behavior that results in student suspensions. One of those overburdened teachers is Jennifer Lloyd, a high school English teacher in Maryland and a graduate student at the University of Missouri. She has noticed how perceptive her students are to her mood...
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Teaching with purpose: ACEs aware, healing-informed.
Listening to the voices from current classrooms, the social-emotional needs that students are coming into classrooms are intense and demonstrate the importance of additional commitments for well-being and self-care. Schools and communities must recognize that teachers have ACEs (Adverse Childhood Experiences) too. Similarly, they enter the profession as “wounded healers," being charged with filling needy hearts with hope. The levels of toxic stress and compassion fatigue are increasing...
Ask the Community
Early Reader Chapter Book To Teach Kids Resilience: Milo and the Wisdom of the Sea
Greetings everyone, I'm wondering if you might be able to help me. I'm the author and creator of an early chapter book series. The first book, "Milo and the Wisdom of the Sea" has been published and on the market, while the other four books are in varying stages of production. I'm curious if you would have ideas for greater distribution: radio shows, email distribution lists, publishers etc. I have a social media presence including Twitter , a blog , YouTube channel etc. But, the work and...
Reply
Re: Early Reader Chapter Book To Teach Kids Resilience: Milo and the Wisdom of the Sea
I'd like to read this book. I like different genres, which allows me to learn more information in different areas. I haven't had much time for books lately. Now I'm preparing a research project, and it takes a lot of time. I decided to find this sample, and it helped me. Examples of work on the topic I needed helped me better understand everything, and I hope to prepare properly.
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[FREE LIVE MASTERCLASS] The Top 10 Truths Every Teacher Needs to Know About Trauma
Can we talk about childhood trauma for a sec? More specifically… How it's impacting your students' learning and behavior in the classroom? The reason I bring this up is that before the global pandemic, childhood trauma was already at epidemic-level proportions. That was before Covid... (Yeah, I know.) Since the pandemic, we can estimate that those numbers have skyrocketed. What does this mean for teachers? Well, on one hand you've got more children walking into your classroom under the...
Blog Post
[FREE LIVE MASTERCLASS] The Top 10 Truths Every Teacher Needs to Know About Trauma
Can we talk about childhood trauma for a sec? More specifically… How it's impacting your students' learning and behavior in the classroom? The reason I bring this up is that before the global pandemic, childhood trauma was already at epidemic-level proportions. That was before Covid... (Yeah, I know.) Since the pandemic, we can estimate that those numbers have skyrocketed. What does this mean for teachers? Well, on one hand you've got more children walking into your classroom under the...
Comment
Re: Teacher stress linked with higher risk of student suspensions [Science Daily]
For me, stress is a very common thing lately. Especially because of the endless stream of tasks. And I had to prepare a capstone project, and I found that it's much harder https://www.dnpcapstoneproject.com/ It turned out that using help was the right decision. I really couldn't have done it by myself.