Secondary Traumatic Stress for Educators: Understanding and Mitigating the Effects. Roughly half of American school children have experienced at least some form of trauma — from neglect, to abuse, to violence. In response, educators often find themselves having to take on the role of counselors, supporting the emotional healing of their students, not just their academic growth. With this evolving role comes an increasing need to understand and address the ways in which student trauma affects our education professionals. In a growing number of professions, including firefighters, law enforcement, trauma doctors and nurses, child welfare workers, and therapists and case managers, it is now understood that working with people in trauma — hearing their stories of hardship and supporting their recovery — has far-reaching emotional effect on the provider.
The condition has numerous names: secondary traumatic stress (STS), vicarious trauma, compassion fatigue. 5 Tips for Classroom Management in Middle and High School. Classroom management was my biggest struggle as a new teacher. I went in suspecting I would have classroom management in the bag because I’d had pretty extensive experience working with kids from babysitting, being a camp counselor, and taking on similar volunteer-type roles. But as it turns out, managing a classroom was way different and way more difficult than anything I’d done before. In my first year, I had no procedures in place and thought that my students wouldn’t learn if I wasn’t always nice to them.
Because of this, I had zero control over my classroom. I was as helpless as a kitten. In my second year, I overcompensated for my leniency the previous year and behaved somewhat like a dragon. I used procedures this time and had near-perfect control over my classroom, but I was so strict at the beginning of the year that it made it difficult for my students to relate to and/or trust me. My third year is when things started to even out. 1. 2. 3. “I love doing Monday morning share!
The growth mindset – Part 1 | Herts for Learning. Clare Hodgson, Assessment Adviser, begins a fresh series of blogs looking at how schools can develop and embed a school-wide growth mindset culture. In this first blog, Clare takes a look at the common mistakes made by schools when implementing and embedding a growth mindset culture and how these can be overcome. Having distilled the generic lessons in Part I, Part II and Part III, written by guest bloggers and Hertfordshire school leaders, will follow-up with personal stories and real-life examples to illustrate how an authentic school-wide growth mindset can be achieved, and the impact that this has on staff, pupils and the wider community in their respective schools.
The growth mindset – Part 1 Avoiding ‘wallpaper’ growth mindset: learning from other school’s mistakes Carol Dweck’s seminal work on the Growth Mindset is now almost universally known. Central pitfall: ‘Wallpaper’ growth mindset We all know this scenario. A by-product of this is that: Overcoming this pitfall: Schools love the idea of a growth mindset, but does it work? Over the past century, a powerful idea has taken root in the educational landscape. The notion of intelligence as something innate and fixed has been supplanted by the idea that intelligence is instead something malleable; that we are not prisoners of immutable characteristics and that, with the right training, we can be the authors of our own cognitive capabilities.
Nineteenth-century scientists including Francis Galton and Alfred Binet devoted their own considerable intelligence to a quest to classify and understand human cognitive ability. If we could codify the anatomy of intelligence, they believed, we could place individuals into their correct niche in society. Binet would go on to develop the first IQ tests, laying the foundations for a method of ranking the intelligence of job applicants, army recruits or schoolchildren that continues today.
In the early 20th century, progressive thinkers revolted against this idea that inherent ability is destiny. Why your child will benefit from inquiry-based learning. “Inquiry-based learning” is a hot topic in education these days, both in Canada and around the world. In Canada, Ontario’s incoming premier Doug Ford recently declared his opposition to recent curriculum reforms including the inquiry-based “discovery math.”
“Kids used to learn math by doing things like memorizing a multiplication table, and it worked,” Ford said during the recent provincial election. “Instead, our kids are left with experimental discovery math. That hardly teaches math at all. Instead, everyone gets a participation ribbon and our kids are left to fend for themselves.” Ford is not the only Canadian critic of a vision for education organized around discovery, exploration and inquiry. Promoted in the provinces of B.C. and Alberta, this vision has been criticized by media columnists such as David Staples and Margaret Wente — who have argued that “inquiry” has left parents and students confused, and is jeopardising Canada’s position as a global leader in education.
How to boost pupils’ learning? Stop relying on hunches and use research instead. There is a wealth of research that can help teachers improve how they work with students but academic studies aren’t always easy to access, or to translate into the realities of classroom practice. It’s one of the reasons for the growing popularity of ResearchEd, a teacher-led conference that focuses on evidence-based practices. It has grown from a single tweet by UK teacher Tom Bennett to become an international conference movement that spans much of the globe. St Columba’s College in Rathfarnham provided the Hogwartian setting for Ireland’s first ResearchEd conference on a rainy Saturday in October earlier this month. Some 350 professionals attended the event and chose from a variety of talks given by fellow teachers, academics and researchers throughout the day. But the main focus boiled down to one thing: the quality of evidence used in education.
Here are five key take-always from what was a lively, stimulating and hugely informative gathering: 1. 2. 3. “We are teachers,” says Murphy. Exploring Perspectives on Assessments: Learning from Research and Practice. - edmond.behan - Gmail. National Forum Ezine #2 - National Forum for the Enhancement of Teaching and Learning in Higher Education. Teaching for me is like … an opportunity to open doors, open ideas and share insights with learners (in my case adult learners) that enable us collectively to grow, to challenge and to contribute.
One of the things I most enjoy about teaching is … co-creating and co-developing new insights with our learners, appreciating that we (myself and my learners) need to continually challenge and be challenged. I know a class has gone well when … we have had active debate, participation and lots of questions – arguments are listened to and we hear multiple views of the ideas and concepts presented. If I could research one area of my students’ learning, it would be … what makes learners become lifelong learners – what do we need to do to ensure learning is lifelong and life-wide. Writing connects with teaching best when … it is informed by practice, it illustrates the connection between theory and practice and provokes debate, questions and reflection.
The social nature of teaching and learning means … 2016 winner | The Sunday Times Audible Short Story Award. And as a figure in reflective helmet and articulated suit half-walks half-floats over the unreal surface she make-believes he is her husband, and the moon itself could perfectly well be Qinghai province for all anybody can tell, and one of the other translators, one who specializes in English, says Mr. Armstrong is saying, 'A small step for man, a large step for man' and she shades her eyes with her hands so nobody can see her cry.
It has been seven years. There are thoughts that cannot be spoken but can only be sung. The summons comes in the form of a telegram to the secretary of her work unit. She has a week in which to pack. They met in 1961 when she was a senior majoring in Russian at the Foreign Studies University and he was finishing his PhD in geology. The Bomb is a defense against the Soviet Union, and the irony is they helped us make it in the first place. Once a week she sends a letter to the base's deliberately bland address: Factory 221, Mining Area 210, Qinghai. Seven years. What can one teacher really do about trauma? – Unconditional. When training teachers on trauma-informed classroom strategies, the most frequent pushback I hear is “I don’t have enough time or resources.” Maybe this is because we start with defining the problem, and it is bleak. Some estimate that between one third and one half of all children experience trauma.
The impacts of trauma on the brain and body can be severe, pervasive and long-lasting. Trauma can contribute to challenging behavior and mental health challenges, and can negatively affect a child’s ability to learn. It’s easy to feel hopeless. Something we’ve known for a long time is that consistent, caring relationships are one of the biggest factors in helping children heal from trauma. All of those things are true – and I do believe that we need to drastically change the education system in many ways, for the benefit of all students.
The answer, it turns out, is to sweat the small stuff. Like this: Like Loading... /en/Good-Practice/Videos/#161622396. Boys don’t try? Why so many male students are falling behind at school. The language is alarming for parents and teachers of boys. We hear of “a crisis in masculinity” in schools and about how “failing boys” are not reaching their academic potential. A gender gap in educational attainment means boys get lower exam results than girls, are more likely to drop out, and are less likely to go to university than their female counterparts. This year – again – girls outperformed boys in the Leaving and Junior Cert. They sat more higher level papers and got more H1 grades overall. Academic studies show boys are underachieving, in all stages of education, from preschool – where boys lag behind in language and communication - up to college.
Still, they do better in exams in the maths and sciences, and males dominate the numbers entering university to study these subjects. So is there really a crisis? Crisis Professor Emer Smyth, head of the social research division at the ESRI, says it’s not a crisis for all boys – the key question to ask is: “which boys?” Fear of failure. Letters From a German Soldier in WWI to his Mother. Dear Mother, War is Hell. That is a summary of my life right now, but I’m sure you and the children would not be satisfied with a one sentence letter. So here is what I’ve been up to. We have been spending the past few months in the trenches.
I highly doubt that these trenches are any safer than normal warfare. There is constant disease and death. The smells are putrid. Your loving son, Karl P.S. Dear Mother, First off, thank you for all your prayers and letters. Your loving son, Karl P.S. Dear Mother, Some of us have gone on a secret mission. Your loving son, Karl Dear Mother, Rumor has it that the war is almost over. P.S. Dear Mother, Glory Hallelujah! P.S. Top Tips for teaching poetry – The Poetry Society. We asked our Teacher Trailblazers for their top tips for teaching poetry. Here’s what they came up with. Tips from 2019 Teacher Trailblazer Gagandeep Chaggar Draw on your students’ real life experiences – use their own experiences and memories as a springboard for detailed imagery and emotions. They may think they don’t have an exciting life but poetry can be about little moments that create strong emotions and they have all definitely felt strong emotions at some point.
Tips from 2018 Teacher Trailblazer Lyndsey Chand Set time limits – and stick to them– I tend to give students no more than eight minutes per task. Tips from 2018 Teacher Trailblazer Fran Pridham Research isn’t cheating – If you want to include a snake in your poem use the internet to find pictures and facts on snakes. Tips from 2017 Teacher Trailblazer Joanne Bowles Don’t keep poetry in the classroom. Tips from 2017 Teacher Trailblazer Kate Brackley Write with the students. Read poetry for pleasure. Poetry now. Tips For 2011. Top Tips for teaching poetry – The Poetry Society. Author John Steinbeck on Falling in Love: A 1958 Letter. Nobel laureate John Steinbeck (1902-1968) might be best-known as the author of East of Eden, The Grapes of Wrath, and Of Mice and Men, but he was also a prolific letter-writer.
Steinbeck: A Life in Letters constructs an alternative biography of the iconic author through some 850 of his most thoughtful, witty, honest, opinionated, vulnerable, and revealing letters to family, friends, his editor, and a circle of equally well-known and influential public figures. Among his correspondence is this beautiful response to his eldest son Thom's 1958 letter, in which the teenage boy confesses to have fallen desperately in love with a girl named Susan while at boarding school. Steinbeck's words of wisdom—tender, optimistic, timeless, infinitely sagacious—should be etched onto the heart and mind of every living, breathing human being. New York November 10, 1958 Dear Thom: We had your letter this morning. I will answer it from my point of view and of course Elaine will from hers. Inter-disciplinary curriculum: why is it so difficult to develop? (part two) – Professor Mark Priestley. In my previous blog post, I set out some of the reasons why Inter-disciplinary learning (IDL) is advocated in modern curricula, and highlighted some of the problems that have stemmed from this.
These include poorly conceptualised policy guidance, and patchy understanding of the nature of inter-disciplinarity, particularly its grounding in disciplinary knowledge. A result of these issues can be poor quality provision that is often difficult to see as inter-disciplinary; more often than not, what we see emerging is multi-disciplinarity with poor connections between discipline-based knowledge, or weakly conceptualised cross-curricular study that does not draw upon more than one discipline.
I note here that while there is a general assumption that primaries do IDL, and secondaries do not, this is not necessarily the case. Conceptual understanding This, I believe, entails school-level curriculum planning that looks systematically at the content that forms the curriculum. Cultural/Structural. Home | ideacamp. 19 Student Engagement Strategies You Need to Know. Student engagement strategies are changing. Previously, in a traditional classroom, students would passively take notes while the professor lectures at the front of the class.
At best, these lectures would include visual aids and, at worst, they would repeat the assigned text, with little interaction between students and the professor—or between the students themselves. Now, educators are being encouraged to place more emphasis on the attention and interest students show in class. Engaged students will be more curious about a subject — perhaps even more passionate about it. Increasing engagement can help to improve student motivation and, in turn, boost student learning, progress and achievement as well as overall learning outcomes. How student engagement strategies can fit in your classroom In a classroom that emphasizes engagement, students are asked to participate in their own learning process and sometimes even in course design. Student engagement strategies for your teaching 1. 2. 3. What makes a poem … a poem? - Melissa Kovacs.
Getting started with Reflective Practice. The Pedagogy Postcard Series: All in one place. Great Lessons 1: Probing. We Need To Pop Differentiation Bubble! UDL: Research Evidence. Blog of the week. Questioning for Confirmation… and then Challenge | PerspectED by Sarah Donarski. Supporting Working Memory in the English Classroom. An "Ah-Ha" Moment with Spaced Practice in the Classroom. Teacher podcast: Dylan Wiliam on effective questioning in the classroom. Why Do Some People Love Reading? The 6 C's of Education for the 21st Century by smarterteacher. The 6 C's of Education for the 21st Century by smarterteacher.
An analysis of national newspaper coverage relating to the Leaving Certificate programme in two newspapers in the Republic of Ireland: Irish Educational Studies: Vol 0, No 0. Home / Twitter. Towards ‘slow pedagogy’: Revaluing the reading seminar for professional development. Reflecting on my first year in the classroom • Chartered College of Teaching. Reflecting on my first year in the classroom • Chartered College of Teaching. Home / Twitter. Write a story featuring buttons - Scottish Book Trust. Michael Morpurgo on fighting Brexit: 'I've been spat at. It's almost civil war' | Books.
NYCI Youth Emigration Report. Ireland: Modern Emigration | European Journal. Philadelphia, Here I Come ! | by Brian Friel | Full Play/Drama. Ireland: Modern Emigration | European Journal. Sign in to your account. Learning Theories and Models summaries - Educational Psychology. Review: What’s your Teaching Identity? Student vs Teacher | Mr Bean Cartoon. Royalty Free Images No Watermark Premium Pictures, Photos, & Images - Getty Images. Harvard Just Discovered that PowerPoint is Worse Than Useless. 60-Second Strategy: Respond, Reflect, and Review. Meaningful learning in teacher education.
Dewey's Conception of Interest and its Significance for Teacher Education: Educational Philosophy and Theory: Vol 43, No 2. Powerpoint and Pedagogy: Maintaining Student Interest in University Lectures: College Teaching: Vol 56, No 1. Angela Lee Duckworth: Grit: The power of passion and perseverance.
How Action Research Forms Student-Centered Classrooms. The Three-Step System For Getting Students to Do the Talking. The Three-Step System For Getting Students to Do the Talking. Inside Outside Circles Discussion Activity. How to Help Teenagers Keep Track of Their Stuff. Secondary Traumatic Stress for Educators: Understanding and Mitigating the Effects. Anticipation Guide | Classroom Strategies | Reading Rockets. To Learn, Students Need to DO Something. Inequality in school discipline rates. iPads in schools: a blessing or curse? The ultimate Twitter guide for teachers. Top NQT Tips and hacks - Things I wish I knew at the start of my NQT year. Optimising Learning Using Retrieval Practice. Teaching and Learning Research Summaries: A collection for easy access. Preprints | Search.
Dr Adam Fraser explains The Third Space. Leading the use of research in schools. In the flow. The Pedagogy Of John Dewey: A Summary. Was E-mail a Mistake? To Really Learn, Our Children Need the Power of Play. How to Plan Project Based Learning (+ Free Printable Planner) Classroom Management During Project-based Learning. Rubrics and Self-Assessment in Project-Based Learning - Performing in Education. Tutor's View: Cherishing All Children Equally. Valuing our Teachers and Raising their Status: How Communities Can Help.
How to create your Learning Diary. Learning Diary "Creative Using of Tablets in Schools", Virginija Bireniene, Lithuania. Self Regulated Learning & MOOCs - Jeltsen Peeters. Inducas. Teacher Academy. TALIS 2018 Results (Volume I) TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. School Education Gateway - Homepage. Traditional and innovative learning spaces. Traditional and innovative learning spaces. Singapore Abolishes Exams Because "Learning Is Not a Competition" Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette. Class Room Teaching - Teaching Methods - Guidelines for good teaching, assessment & supervision - Inclusive Curriculum New.
Student Choice Versus the Classics. Aconventional. Improving Behaviour in Schools. Interactive Bloom's Taxonomy Tool. Reading for pleasure pedagogy | Research-Rich Pedagogies.