Announcing the GGSC’s Online Course for Educators. Today, the Greater Good Science Center is proud to announce the launch of Teaching and Learning for the Greater Good, an online course for educators that covers the science behind social-emotional learning (SEL) and explores how to weave it into our schools. The timing of this course is extraordinary: It was created and is being launched during a very difficult period in the United States—and for the entire world. We’re in the midst of multiple crises that have dragged us down, and many of us are working harder than ever.
At the same time, this period of crisis has revealed educational inequities as never before. Teachers have enough to do. A lot of us are overwhelmed, isolated, exhausted, and demoralized. But out of this societal upheaval comes a great opportunity: to rethink and rebuild the way we want to live together in this world. How we educate our young people is crucial to that conversation. In the course, we don’t offer a prescription or a curriculum.
Teachers have enough to do. Online Trauma-Informed Training for Teachers | Kognito. Online trauma-informed training can help educators support students who are experiencing distress due to the COVID-19 crisis. While the coronavirus risk to children appears to be minimal, many other conditions are contributing to stress and even trauma as everything unfolds. With life different today than even 30 days ago, students had to quickly adapt from the structures of school to social isolation from their teachers and friends. They may be upset about missing school … struggling to adapt to staying indoors …struggling to focus on remote learning …or unable to avoid family issues at home. Beyond being unable to go to school like normal, millions of students in the U.S. have also lost the safety net of resources they depended on from their school, or might be dealing with new realities at home due to the spike in unemployment.
Plus, the general anxiety-filled atmosphere—especially if they’re seeing it in their own home—can have long-term effects. Trauma-Informed SEL Toolkit - Transforming Education. What is Trauma-Informed SEL? Trauma-informed SEL is an approach to fostering youths’ social-emotional development with practices that support all students, but is particularly inclusive and responsive to the needs of children and youth who have experienced trauma.
This approach calls for creating reliable learning environments where students who have experienced adversities and trauma feel supported and connected;are welcome to explore their strengths and identities;can exercise their agency;can develop meaningful, positive relationships with adults and peers; andhave access to the mental health supports they need. Learn More about Trauma-informed SEL Below, you can download our Trauma-Informed SEL Toolkit – a 120-minute professional development session designed for educators seeking research-based strategies to create a healthy classroom environment for students who have experienced adversities and trauma. Why Download the Trauma-informed SEL Toolkit?
Classroom strategies manual linda oneill. Trauma-Sensitive Schools Training Package | Safe Supportive Learning. The Transformative Power of Trauma-Informed Teaching (Opinion) In my last year as a school administrator, a new student arrived. She had issues with defiance and a history of violence against herself and school officials. These behaviors bubbled to the surface as soon as she enrolled, and she became a “frequent flyer” in my office—constantly in and out for difficult behavior. Our school resource officer jokingly referred to me as the “head jailer,” to which I responded with a laugh. But inwardly, I cringed. Wasn’t my job to help counsel and support students to make better choices so that they didn’t become repeat offenders? I didn’t want to just dole out punishment.
Our pre-K-8 school had more than 900 students from all walks of life, and our fastest-growing demographic—after an increase of government housing in our area—was students from low-income households. At just the right moment, Kristin Souers’ and Pete Hall’s Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom came across my desk. A Culture of Safety. Trauma Informed Pedagogy kll. Aperture Education: SEL at Home. Aperture Education: SEL at Home. Social-Emotional Learning: Why It's Vital for Students - Destination Imagination. Social-emotional learning (SEL) has been getting a lot of attention in the media lately, especially as school districts are deciding how or when to open for in-person learning.
While social-emotional skills, also known as soft skills, are vital to our students’ futures, you may be wondering which skills and behaviors you need to be looking for in your students. CASEL (Collaborative for Academic, Social, and Emotional Learning) defines social-emotional learning as “the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”
Aperture Education has developed 8 SEL competencies that are based on the CASEL framework for SEL and can be observed, measured, and improved in students. These definitions are based on information in the Aperture Education: SEL at Home project. Don’t let your students and families fall behind this year. How to Teach Online So All Students Feel Like They Belong. COVID-19 ejected students from the familiar hustle and bustle of the classroom into unexpected and prolonged isolation at home. This has destabilized their lives and challenged their sense of self.
It is their identity—who they conceive themselves to be—that they use to forge their ideas of self-worth, and that ultimately guides their decisions and behaviors. These decisions affect them both socially and academically. School was a constant source of messaging that had fed into their sense of self, both positive and negative. Suddenly, that source has been reduced to time-limited, two-dimensional phone and online interactions.
We’ve studied what happens when classrooms feel “identity safe” for students. So, what does an identity-safe classroom look like in a time of school closures and distance learning? Here are some ideas for us to live up to the standards of identity safety now, during COVID-19. Creating a caring online classroom Supporting student identity through diversity. Blog | Positive Discipline. Language for Resilience: the role of language in enhancing resilience in refugee and host communities in crisis | The Education and Development Forum. EJ896241 - The Importance of Being Human: Instructors' Personal Presence in Distance Programs, International Journal of Teaching and Learning in Higher Education, 2009.
Literature on the role of higher education distance instructors mostly focuses on their teaching role, involving tasks such as curriculum design, instruction, and facilitating student learning. What is missing is the role of the "person" of the instructor, defined as his or her personality, identity, integrity, emotions, thoughts, beliefs, and values. The aim of this study was to ascertain whether distance students want a personal presence from their instructors, and if so, how an instructor's personal presence might impact on teaching and learning in the higher education sector. Qualitative analyses of 68 surveys and a focus group interview found that, while a minority of students report not wanting instructors to have a personal presence, most highlight the need for engaging, passionate, and understanding instructors who show these attributes through self disclosure, relationship building, humor, and individualized feedback.
International Society for Exploring Teaching and Learning. Powerful Resources for Teaching through Trauma and Tragedy | Resilient Educator. Trauma-Informed Teaching Tips for Educators & Traumatized Students | Resilient Educator. Trauma Training for Educators | Communities In Schools Of Central Texas. Trauma Training For Educators (Free) | ACES in Education | ACEsConnection. This is a free video training resource designed to give anyone who works with children important trauma-focused information about how student learning and behavior is impacted by trauma and how educators and support staff can help students develop a greater sense of safety at school and begin to build new emotional regulation skills.
This 43 minute video comes with a discussion guide and handouts, to share in faculty meetings and professional development days, and provide opportunities for teachers and administrators to begin important dialogue about making their school more trauma sensitive. Most importantly, the video provides science-based information on how chronic trauma impacts a child's nervous system. Rather than relying on a teacher's sympathy, the information helps educators to depersonalize the child's fear response and give a basis for the need to build safe relationships, no matter how difficult or disruptive the child. Trauma Training For Educators (Free) | ACES in Education | ACEsConnection. This is a free video training resource designed to give anyone who works with children important trauma-focused information about how student learning and behavior is impacted by trauma and how educators and support staff can help students develop a greater sense of safety at school and begin to build new emotional regulation skills.
This 43 minute video comes with a discussion guide and handouts, to share in faculty meetings and professional development days, and provide opportunities for teachers and administrators to begin important dialogue about making their school more trauma sensitive. Most importantly, the video provides science-based information on how chronic trauma impacts a child's nervous system.
Rather than relying on a teacher's sympathy, the information helps educators to depersonalize the child's fear response and give a basis for the need to build safe relationships, no matter how difficult or disruptive the child. A crash course on trauma-informed teaching. This week on the Truth for Teachers podcast, I’m giving you an overview of and a solid foundation for understanding trauma-informed teaching practices. You’ll learn ways that trauma impacts students and what we can do to support kids without carrying the weight of that trauma ourselves. I’ll also provide specific dos and don’ts to make it easier to navigate this in your classroom. Trauma-informed teaching is not a curriculum, set of prescribed strategies, or something you need to “add to your plate.” It’s more like a lens through which you choose to view your students which will help you build better relationships, prevent conflict, and teach them effectively. /p> What is childhood trauma?
One of the best definitions I’ve heard of trauma comes from researchers Rice and Groves (2005): trauma is an exceptional experience in which powerful and dangerous events overwhelm a person’s capacity to cope. Trauma is an epidemic right now, affecting kids across racial and socio-economic lines. Moodle. Moodle. Training for trauma based teaching. Your Brain’s 3 Emotion Regulation Systems | Learn to Soothe Yourself. Overview Evolution, or ‘survival of the fittest’, has ensured that we develop clever ways to survive so that we can pass life onto – and protect – the next generation. But, evolution has left us with a flawed system: We are stuck with a brain that we did not design, which contributes to us reacting in ways we do not necessarily want. This can lead us to make situations worse for ourselves and others (!). All mental health problems are related to an overuse of the Threat and Drive systems.
On this page you will learn about how our minds are wired, and why we do the things that we do. Our Tricky Brains Our ‘tricky’ brains can produce dozens of unwanted thoughts and emotions – we can hold onto the pain or shame of the past, we can get triggered by unwanted anxieties about the future, and we can turn to attacking ourselves about present unwanted emotions with our ‘inner-critics’.
The Threat System (Detection & Protection) The Drive System (Resource Acquisition & Achievement) What is CFT? Procrastination, laziness and trauma-informed teaching. Procrastination Procrastination is more likely to happen when students care about the task and see it as something meaningful. Students of all ages who do not begin a task often do so because they are feeling anxious about their final product not being to their own standard, or simply not ‘good enough’.
Another common reason for procrastinating is regarding the unknown steps that need to be taken in order to complete the given task, which makes the student ‘stuck’. Paralysing feelings of fear and failure are incredibly difficult to go or fade away. Maybe, despite all your efforts in being clear, students are staring at a computer screen for hours unable to start a task.
Many feel worried and torture themselves for not being able to start. This is certainly not laziness and the student should not be described as lazy just because other students are coping better with the situation. Students do not actively choose to fail or disappoint you. Trauma-informed teaching Final Thoughts References. Search. Trauma-Informed Teaching & Learning in Times of Crisis. Trauma-Informed Teaching & Learning – bringing a trauma-informed approach to higher education. Trauma Informed Teaching & Learning. The Trauma-Informed Classroom, LLC. Managing the madness: Strategies to promote and protect language teacher well-being - Sarah Mercer. Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria, where she is Head of ELT methodology. Her research interests include all aspects of the psychology surrounding the foreign language learning experience, focusing in particular on self-concept, language teacher well-being, and positive psychology.
She is the author, co-author and co-editor of several books in this area including, ‘Towards an Understanding of Language Learner Self-Concept’, ‘Psychology for Language Learning’, ‘Multiple Perspectives on the Self’ in SLA’, ‘New Directions in Language Learning Psychology’, ‘Positive Psychology in SLA’, ‘Exploring Psychology for Language Teachers’ (Winner of the IH Ben Warren Prize), and ‘Language Teacher Psychology’.
To teach to the best of their abilities, language educators need to be in the best physical and mental shape possible. Building capability in a time of crisis – The Edvisor. Educators today sit on the cusp of the known unknown. Creating a learning experience in the brave new world of Covid19 requires rapid online development, never experienced before in the Higher Education (and indeed the wider education) sector. Creating staff professional development that can respond to this need has become equally rapid. As academic developers and learning designers, we often traverse the third space in the technology/pedagogy continuum, with capability development being second nature to the role – from ad hoc and at elbow to more formal professional development and training.
This professional development, with the consequences of Covid19 looming large, has now become central to institutional responses to the crisis, with our roles enabling institutions to achieve this at pace and scale. Having recently led a whole of institution approach to professional development for online learning, I have reflected on lessons learnt so far. Empathy and Compassion Flexibility Story.
Helping Teachers Manage the Weight of Trauma. 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. Prioritising care and compassion in learning and teaching during the COVID-19 crisis - LF Press.
A crash course on trauma-informed teaching. The power of positive framing in learning design - LearnJam. Teacher wellbeing. Trauma-Informed Teaching Strategies. Self-care at times of stress and difficulty – EvolvingMinds. Fostering student wellbeing – ANU Coffee Courses. Appreciative Inquiry and observation feedback | From Teacher to Manager. How writing about difficult experiences can help you take back power. Greater Good in Action. Blog | David R Hamilton PhD | Using Science to Inspire.