Establishing a Safe Environment for ELLs Living with Trauma
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Establishing a Safe Environment for ELLs Living with Trauma
- 1. Establishing a Safe Environment for ELLs Living with Trauma NJTESOL/NJBE May 30, 2019 Judie Haynes
- 2. Think about this: What percentage of students are you working with who live with trauma, violence and/or chronic stress?
- 3. “Almost half of the nation’s children have experienced one or more types of serious childhood trauma…” Data Resource Center for child and adolescent health, National Survey of Children’s Health, 2017 Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 4. Four Essential Pillars of Strengths-Based Relationships S A F E B E L O N G V A L U E D C O M P E T E N T Zacarian, Alvarez-Ortiz, & Haynes (2017).
- 5. Discussion With a partner discuss an action you have taken to make a student feel: safe, valued, competent Or that they belong Provide a concrete example of what it would look like in school setting Share ideas with your group. Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 6. Using a Strengths-based Approach in the Elementary Classroom
- 7. What’s the Urgent Call for Using a Strengths-Based Teaching Approach? Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 8. Why is it critical to: Use a strengths-based approach? Scale the power of positive, asset-based, caring, and empowering interactions? Draw from our own and our students’ and families’ unique circumstances and strengths? Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 9. Research is Clear Focusing on People’s Inherent Strengths (versus perceived weaknesses) Leads to Better Outcomes Psychotherapy (Seligman, Rashid & Parks, 2006); Positive Psychology (Seligman, et al, 2006); Psychology (Dweck, 2007); Positive Youth Development (Floyd & McKenna, 2003; Lerner, et al, 2005); Educational Research (Biswas-Dienera, Kashdan, & Gurpal, 2011; Gonzalez, Moll, & Amanti, 2006; Steele, 2010). Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 10. What science is also telling us…
- 11. A Mental Shift… Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD. From what we believe is not happening and impossible To what is happening and possible.
- 12. • Acceptance • Adaptability • Affirmation • Compassion • Commitment • Courage • Daring • Depth • Differentiation • Discretion • Endurance • Energy • Faith • Friendship • Flexibility • Generosity • Honesty • Honor • Humility • Humor • Industrious • Insight • Knowledge • Loyalty • Mindfulness • Non- judgmental • Open Minded • Passion • Perseverance • Professionalism • Relaxation • Resilience • Respect • Sacrifice • Self-Control • Validate • Value • Wit Reflection Activity Using the list below, identify 3-4 values and qualities Gregory’s family demonstrated. Glasser & Block, 2011. In Zacarian D, Alvarez-Ortiz L, & Haynes J. (2017) Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria: ASCD. P. 30 .
- 13. Storing Values, Qualities, Assets, Strengths… Creating a Positive Self-Image Zacarian, Alvarez-Ortiz, & Haynes. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD
- 14. Be intentional… Create opportunities for students to display their strengths. Zacarian, Alvarez-Ortiz, & Haynes (2017).
- 15. What Strategies Can We Use to Help ELLs Living with Trauma, Violence and Chronic Stress Feel SAFE? Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 16. What I Wish My Teacher Knew About Me… • Sometimes my papers are not signed because my mommy isn’t home a lot. • I can’t fall asleep at night. • I feel like the class picks on me a lot. I hate that. • I miss my dad. • I don’t have pencils to do my homework. Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 17. Building Relationships Through Sharing Example: Wanda Barber, 2nd grade teacher, North Carolina Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 18. Supporting Students to Build Positive Relationships with Each Other ALL Ss need positive relationships with their peers Classrooms Are Ideal for Ss to acquire: Listening skills Empathy Social emotional language to express feelings to peers Attending to their own & peers' values, assets & strengths Mediating emotions Resolving conflict productively Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 19. element of a strengths based classroom Students empowered through voice and choice Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 20. Promoting Student Voice & Choice Trauma can cause feeling of loss of control and helplessness Helping students cope with traumatic stressors allows them to gain control and feel valued and safe Student empowerment allows them real opportunities to participate and make decisions about what works Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 21. Supporting Student Voice & Choice
- 22. Reflection What might you do to better ensure students’ voices are heard? Jot down an idea. Share your idea with a partner. Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 23. Let’s look at another element Curriculum connects to students lives Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 24. Curriculum Meaningfully Connects with Students’ Lives Drawing from students’ personal, social, cultural, & world experiences Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 25. “Do not underestimate the power of characters in literature.” Everly & Firestone Zacarian D, Alvarez-Ortiz L, Haynes J. Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria: ASCD. p. 17.
- 26. Linking Literature & Literary Characters to Students’ Lives
- 27. Reflection How have you utilized the power of literary characters or personal experiences to connect students’ lives to content and engage them to be emotionally invested in learning? Discuss your lesson with a partner. Share an idea from each table with the group from your site. Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 28. The Importance of Predictable Routines and Practices in a Strengths-Based Classroom Predictable routines and practices Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 29. Adopting New Set of Strengths-Based Routines and Practices Builds relationships with students Connects the curriculum to students’ lives Assigns students to pairs-groups that are likely to work well Creates/activities involving voice and choice Intentionally uses positive affirmations and supports ELLs to interact similarly 29
- 30. Example: Great Grandmother’s locket Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 31. Students share their treasure Students show their treasure or share their memory with a small group. Peers ask questions about each other’s treasures using the skills and strategies that they were taught the day before. Students acknowledge positive values and qualities in each other with proper modeling from the teacher. Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 32. Students work independently Students work independently in class to write an a narrative about their treasure. This (artifact, photograph, memento) is important to my family because . . . This (artifact, photograph, memento) is called a . . . It comes from my . . . (relative or ancestor) . . . (name). Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 33. Reflection How would you amend this lesson to include students in your class who are: homeless not living with members of their family Discuss this with your partner. Share a response with the group. Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
- 34. Contact Information Judie Haynes- email haynesjudie@gmail.com Twitter @judiehaynes #teachingtostrengths Join us on Twitter for #ELLCHAT on Monday nights at 9 PM ET Teaching to Strengths: Supporting Students Living with Trauma, Violence and Chronic Stress http://www.ascd.org/Publications/ascd-authors/judie-haynes.aspx
Editor's Notes
- Good morning. My name is Judie Haynes. I’m a former ESL teacher and currently provide professional development to classroom teachers. I’m also the author of 8 books and write a monthly blog for international TESOL. In my last book I co-authored Teaching to Strengths: Supporting students living with trauma, violence and chronic stress. Today I’d like to talk about establishing a safe environment for ELLs Living with Trauma.
- Judie Take a minute to complete this poll. What percentage of students are you working with who live with trauma, violence and chronic stress. Everyone take a moment to think about this question: What percentage of students in your school do you think live with trauma, violence and/or chronic stress? Everyone done? Now raise your hand if your guess was around 50 %. Those who guessed 50% fell around the national average. According to the National Survey of Children’s Health, almost half of the children in the U.S. have experienced one or more types of serious childhood trauma. Everyone done. Now, Raise your hand if you said around 50% Those of you who guess 50% fell around the national average.
- Judie This is especially true for ELLs. For example over 60% of ELLs live in poverty. As educators, we are becoming more and more aware that children around the world are increasingly exposed to extremely difficult experiences. In the United States alone, according to the National Survey of children’s health, almost half of the nation’s children have experienced one or more types of serious childhood trauma. Regardless where we work and what we do, an epic number of students are living with adverse childhood experiences. Often times, when we learn that our students have experienced significant adversity, we often perceive them as having deficits that need remedying instead of focusing on what science confirms, the assets and capacities that they have inherently or have already developed as a result of facing adversity. For example, during a professional development session, we asked teachers to describe the strategies that they found to be the most successful working with students experiencing these phenomena. One response resonated with the whole group. It went something like: I know that I am working hard but it is impossible when I know that I have students who don’t know whether they will have a bed to sleep on at night, worry about one of their parents who is incarcerated, or come to school hungry.” Perhaps you have found that you feel like that teacher. And, what can exacerbate this further is that very little has been written about teaching students living with trauma, violence and chronic stress
- We agree with many in the field of psychology, sociology and education that in order for students living in adversity to thrive, we must provide an environment where they feel safe, where they experience a real sense of belonging, of being competent, and of being valued (Glasser, et al., 2007). Let’s take a quick look at these 4 essentials that we have likened them here to pillars that sustain a structure in place. If I am a student in your school, I will feel: Safe – Students need to know that they will be judged or criticized when I make a mistake if they feel or think differently from others. When ELLS somebody has their back and they can count on others for support and comfort. That they belong – when they get adults’ unconditional acceptance, communicated in words and deeds, that they are welcome regardless of my background or current situation… and that Ithey’re a part of the fabric of the classroom and school. Valued - When ELLs can see and experience how much their ideas, opinions and feelings are valued and that they matter to their teachers and other adults in the school. When adults make ELLS feel worthy of others' respect, energy, time, kindness. Competent – When ELLs have been affirmed frequently that they have what it takes to learn and to create positive relationships with others. It is the assurance thatthey I have the ability to exert self-control and to create positive outcomes.
- LOURDES Ask the tables to choose who will represent them, one per table. Ask the rep to pick a color from the selection. Match the color of the item with the color of the word that represents one of the essentials (green-safe; purple – a sense of belonging; red – valued; blue – competent) You’ll have ____ minutes to discuss 2-3 actions you will take in your classroom/school/Dept/etc. to make students feel _______. Then you will need to create a concrete example of how it would look like; write it down and post on the flip chart labeled with the essential you are working on.
- When we talk about making our ELLs feel safe in a strengths based classroom, we want to to emphasis the importance of using a strengths-based approach
- Think about the years that you trained to be a teacher, administrator, social worker, or other field that you studied. How many course activities did you have where you discussed the intricacies of working with students living with trauma, violence and chronic stress? When I ask this question at workshops, I am told almost universally that teachers receive very little training on this critically important topic. Indeed, teachers receive very little training on teaching students and families that represent people who are culturally, racially. Linguistically and economically different from them.
- Another reason for using a strengths-based teaching approach is that While a lot has been written for therapists and counselors on working with children that have experienced or are experiencing trauma, violence and chronic stress, and that’s important, very little has been available about teaching the enormous segment of our student population- especially doing so from a strengths based teaching approach. When I was teaching ESL in Orange, NJ, I had a student who ran out in front of a car after school and was hit. His head hit the ground rather hard. Gregory was a 5th grade student from Haiti whose English was limited. An ambulance came, I was worried about how he would communicate with the Emergency room personal and was told to go to the hospital. After Gregory was admitted to the hospital, I tried to contact the parents. I left messages for them on their phones. I wondered how I would tell the parents this terrible news and how they would cope with caring for Gregory. Unbeknownst to me, the family had resources I didn’t know about. As it turns out, Gregory’s aunt worked as a LPN in the hospital. She had up-to-date information on Gregory’s condition. She had already contacted the parents. One of the parents had a job that included health care. As I look back on this incident, I realize that I approached this experience with a deficit-based lens. I worried about Gregory being unable to communicate with the doctor. I worried about how the parents would cope with having a child in the hospital and how they would pay for it. I didn’t know that his aunt worked in the hospital. I thought only about his deficits.
- Like what Dr. Ginsberg says and my student demonstrated, the research is clear. It tells us about the value of a strengths based approach in helping students, using Ginsberg’s words enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens. When we focus on what our students and families bring, when we focus on building connections with them, when we focus on our own and people’s inherent strengths, it leads to better outcomes than operating from what we perceive as their weaknesses. It is not that we are ignoring our students’ experiences, it is that we are focusing much more on what is positive.
- And, we have scientific evidence and a great amount of research and literature that also talk about how the brain is malleable well into adulthood. And this is great news for all of us young and old. Science is offering us reasons to believe we CAN do something in our schools for those Ss/children facing adversity. Science is telling us that DNA changes can be made in response to the environments and relationships children experience. This is where safety and trust comes in. Trust is fuel for healthy brain development. When children experience a consistent and supportive connection with a trusted adult, it can alter their brain chemistry. Positive relationships can reduce cortisol, a “stress hormone,” and increase oxytocin, a “love hormone.” But trust doesn’t just happen, it has to be intentionally built. If for some children, school is one of the few places where they receive this kind of support, then you can imagine the importance of the quality of our interactions and relationship with and among them.
- A shift in mindset that allows us to see what IS happening and what IS possible. But before we do that, we must adopt a set of beliefs and assumptions. So, the big question now is how do I go around adopting a strengths-based approach that is reflected in my interactions with others? What do I do to begin the journey from the old way to the new way? -------------------------------------------- Well, we must begin the journey by adopting a set of assumptions and beliefs. So, we belief that EVERYBODY has strengths and resources that are inherent to them (in our case, we are talking about our students, our families, our colleagues, our schools and communities) Everybody can use these strengths and resources to create growth at all levels (emotionally, cognitively, socially). We belief in the positive nature of the human being. That we strive to be the best version of ourselves… We are resilient human beings…
- Remember my story about Gregory. What assets do you think his family exhibited. You can use this list to help you identify values and attributes that are driving our behaviors and emotions and stop us from making bigger mistakes or poor choices. Discuss your responses with a partner
- Our intention is that every time we reflect these values, assets, strengths, qualities, to our students/peers/families they have the opportunity to store them in a mental place or cloud where they can be accessed to create their own positive self-image. It’s creating a personal asset-based account…where they can be accessed to create a positive self-image. For our TVCS students and families it is even more important because it is very likely that they have filled their space with negative emotions and self-image coming from their adverse experiences.
- When we are identifying strengths in our students, we need to do two things: We have to pay close attention and look, using your magnifying glass if you need to, to find those strengths. Go beyond what is not there and what is missing, because we are not dwelling on those. Right? Find what is there hidden under adversity. That’s the picture of us looking at the forest and its beauty in detail through the magnifying glass. 2) Be intentional and create the situation if it doesn't’t exist. In the day to day work of teaching, it can be far too easy to focus on the negatives, but it’s important to give students moments of success. Create opportunities for them to do the right thing. Example in the classroom. Teacher drops papers when walking by student…Create the opportunity for that student to pick those papers so you have the chance to say, “Thank you, Lenny, for your help. It’s very kind of you…”. Positive experiences bring more positive experiences and those moments make students feel valued and valuable.
- Take a break and then go into What strategies can we use to create a strengths based classroom?
- We have found it helpful to ask young learners to reflect on the prompt “What do I wish my Teacher Knew About Me”and to ask them to write or draw a response. For example, kindergarten students can draw a picture and later label it with the support of their teacher. Students in grades 1–2 can write a few sentences and draw a picture.Teachers of students in grades 3–5 can expand the prompt to include “10things that I wish my teacher knew about me.” We can gain valuable insights about our students that we might otherwise have missed. As asset-based people, we are now capable of finding personal qualities and values even in situations where we may see none at first glance. Take, for example, this student response: “Sometimes my papers are not signed because my mother isn’t home a lot.” What we see is that this student values responsibility because he wants to bring the papers signed, as his teacher has requested. He is very honest and doesn’t try to tell a lie even if it feels embarrassing to tell the truth. He has integrity; he wants to do the right thing andwants the teacher to know what may be in the way of doing it.
- Debbie Part of our building relationships is also sharing some things about our own lives that are special to us because caring must be reciprocal. Wanda Barber, for example, has a 2 pound poodle. From the first day of class, she shares with her students all the antics of her little friend and how much joy the dog brings. Wanda told me that she knows her students are building a relationship with her when they are her about her 2 pound poodle and even when they figure out how small a two pound poodle is.
- A big part of our work as educators is to also to be that we support students to engage in positive asset based interactions with each other so that their social interactions are positive. Some call this building good citizens, building global citizenry, and building a democracy where we learn and live and socialize together. Doing this involves our being intentional and explicit in creating opportunities for students to showcase their assets and for everyone in the classroom to see and acknowledge by using strategies and modeling something like Great point Lourdes, you are seeing they key points or Judie, I really like the way you acknowledged your partner. When we consistently and routinely watch for students positive interactions and to do this in ways that are more than creating simple rules for behaving we encourage them to do the same. We do this to support everyone to feel safe, a sense of belonging, value and competence by modeling these strengths based interactions over and over again to support students to develop the same social and emotional communication: Listening skills Empathy Social emotional language to express feelings to peers Attending to their own & peers' values, assets & strengths Mediating emotions Resolving conflict productively
- Judie Let’s look at another element of a strengths based classroom. Empowering students through voice and choice.
- JUDIE 49 As we’ve said before, trauma can cause students to have a feeling of loss of control and powerlessness. Classroom environments that promote empowerment do so by building the confidence and capacity of students to speak up, to address issues in the classroom, to make changes, and to take risks. Students are more likely to feel empowered when we partner with them and provide active support and help them cope with traumatic stressors that allow them to gain control. Empowering students allows them to have real opportunities to participate in the life of the classroom community and making decisions about what works.
- Judie Teachers who promote students voice and choice experience wonder experiences for students to become more involved in classroom community. . Let’s look at how California high school teacher, Larry Ferlazzo gives his students voice and choice. Like many of us, Larry’s classroom is a diverse one with some students from El Salvador. Larry found a first-person account about gang violence in El Salvador and he told his students about the article and asked them if they would like to read it in class or if it would hit too close to home. Students decided they wanted to read it and Larry then gave them a choice as to where in the classroom they wanted to read and whether they wished to read alone or in small groups. One student, Alfredo, chose to read alone with his chair facing a corner of the room. Larry could tell from his body language that Alfredo was upset, so he went over to him and quietly spoke to him. Larry thus became a partner in Alfredo’s learning and provided active support. Alfredo ended up telling Larry about his experiences and showed him pictures on his phone of friends that had been killed by gangs. Larry gave his class a voice in the curriculum of the classroom. He gave them a choice of whether they wanted to read it or not. He also let them choose how & where they wanted to read it. His relationship with his students ended up with Alfredo making an important connection with him. In fact Alfredos’ interest in his schoolwork increased after this connection. Larry believes that we, as teachers, need to lead with our ears instead of our mouths.
- Think back to Larry’s story, he gave his students a choice on where they sat in the his room to read their article. Take a minute to think about how you might do this in your work to ensure students voices are heard. FACILITATOR WILL SHARE A FEW IDEAS FROM EACH TABLE IN A WHOLE GROUP SETTING.
- Judie Let’s look at another important element, how we connect our curriculum or subject matter to students lives
- Judie We already talked about Larry Ferlazzo who definitely connected the curriculum to his students’ lives. Helaine Marshall, is another well-known educator who connects Curriculum to her students lives (teacher of Slife. She believes that a classroom is a home away from home and fills it with things from her students’ cultures, their artwork. The classroom really belongs to the students. We
- JUDIE Psychiatric trauma specialists Everly and Firestone (2013) tell us the following: Do not underestimate the power of characters in literature as a means of addressing and diminishing and restoring of these beliefs. At the elementary, middle and high school levels these characters can be discussed in great length for their ambition to overcome challenges, their reliance(or lack of reliance) on support systems, on individual coping mechanisms and overall outcomes.
- JUDIE An example of linking literature to literary characters is elementary teacher Kathy Lobo from Belmont, MA. She chose to read the chapter book Tornado by Newbury Medal–winning author Betsy Byars. At the start of the book, there is a storm coming, and a mother, her two sons, and a hired farmhand named Pete hide in a shelter. While the tornado rages outside, Pete tells the boys a story from his youth. The story helps pass the time and also distract them from worrying about the father, who is outside in the storm. Pete tells how his family found a frightened dog in a doghouse after a similar storm had hit. Kathy says that she has found that this story is engaging for students and can be a great starting point for teaching and building from their background experiences, including the notion of hiding and being safe from weather events and natural disasters or coping with fear and worry.
- 64SLIDE 61bThink back to the stories you have heard about Jennifer’s great-grandmother’s locket and Kathy Lobo’s story. . Jennifer linked her lesson to a family memento (personal experience and Kathy linked her lesson to literarcy characters. How have you utilized the power of literary characters or personal experiences FACILITATOR WILL SHARE A FEW IDEAS FROM EACH TABLE IN A WHOLE GROUP SETTING.
- DEBBIE Let’s look at the four element, the important of predictable routines and practices
- Students who are living with trauma often feel a loss of control over their lives. Mrs. Clark, a fifth grade teacher with many students in her class including 7 ELLs. Adopting a new set of routines includes 1. Jen takes time to build relationships with her students. For example, she meets with other teachers, support staff, school officers in her building and guidance counselors to find out about students living with adversity. She greets students by name every day. 2. Ahe carefully assigns students to partners and groups who are most likely to work well. For example, she thought carefully about who will will best support her ELLs and places them in small groups with students are the most likely to work well. 3.Creates/activities where students will have the opportunity to have voice and choice. Students research and pick their science fair project 4.She routinely uses positive, affirming language such as: That’s an excellent use ofvocabulary, I appreciate your willingness to collaborate.
- Jennifer Leigh Knows that her ELLs will thrive if she supports them when they need it. She practices “I do it” “We do it together” You do it with a group. You work independently. I do it: Jen shares a family memento with students. This is her great grandmother’s locket. She shares a family story about how her her great-grandmother received the locket from her great grandfather in 1918 when they got married This locket is from my family and grandmother gave it to me as I was her oldest grandchild. . “We do it together” –Jen leads class to brainstorm questions they want to ask about her treasure. In truth, I must tell you that Jennifer Leigh is my daughter hence, great grandmother’s locket. The unit being studied in class is on writing personal narratives. This lesson is intended to support students to develop a sense of belonging and of being valued, and to build caring and empathetic relationships in the classroom . The Jen connects this lesson to State ELA standards. She knows that she must attend to both the academic and social-emotional development of her students, many of whom are living with Trauma, Violence and chronic stress. I do it: Jen shares a family memento with students.. “We do it together” –Jennifer leads class to brainstorm questions they want to ask about her treasure. You do it in a group and then ; You do it independently.
- Judie Teachers need to make sure each child is able to identify a memory. Mrs. Leigh’s students show their artifact, photo, drawing or share their memory. of the artifact, or memento and share their treasure with a small group. Peers ask questions about each other’s treasures using the skills and strategies that they were taught. This is an opportunity for students to acknowledge positive values and qualities in each other with proper modeling from the teache.r.
- Independent Work Allows students to synthesize what they have learned and solidify understanding. Students work by themselves and are in control of outcomes. Students work independently in class to prepare their oral presentations. There are assigned spaces in the classroom suitable for independent work for those students who preferto work in a space free of distraction. Jennifer suggests that they also practice their presentation with a family member or friend. They practice by independently using the sentence frames that they co-developed during Step 3.
- ISLIDE 58 t must be remembered that lessons that your teach must be suitable for all of your students. It’s important to find ways to amend lessons so that they include all students in your class.
- ALL