Nearly half of all children in the US have experienced some form of serious childhood trauma. Trauma, violence, and chronic stress from events like war, poverty, or family issues can negatively impact students' learning and behavior. It is critical for teachers to use a strengths-based approach that focuses on students' inherent strengths rather than weaknesses to help them succeed. Promising classroom practices that support English learners living with trauma include establishing positive relationships, promoting student voice and choice, linking literature to students' lives, using predictable routines, and implementing the gradual release of responsibility model.
Strategies for Helping Teenages with ConflictKristy Curran
This document summarizes a presentation on strategies for helping teenagers with conflict. It discusses using conflict resolution programs and assessments to teach teenagers effective skills. Common causes of conflict and types of conflicts are examined. Preventative strategies are suggested, such as classroom guidance, peer support, and games. Responsive strategies include a crisis escalation model, tips for dealing with conflicts calmly, and using peer mediation. The presenters aim to provide school counselors with practical strategies and resources to help teenagers manage conflicts constructively.
The document discusses motivation and self-determination. It explains that motivation exists on a continuum from amotivation to intrinsic motivation. Students who are autonomously motivated tend to achieve more and learn better than students who are controlled. Teachers can support student autonomy through techniques like learning contracts, providing choices, and acknowledging student perspectives.
Teaching with poverty in mind by eric jensenrobinlstewart
This document discusses strategies for teaching students from poverty backgrounds. It explains that students from poverty often have a narrower range of appropriate emotional responses due to lack of teaching at home. Teachers are advised to understand rather than judge these behaviors. The document provides action steps for teachers, such as embodying respect for students, embedding social skills training, being inclusive, recognizing signs of chronic stress, empowering students, and adopting an enrichment mindset. High-poverty schools that achieve high performance share characteristics like academic press, caring staff, and collaborative decision-making.
Strategies for Reaching Students at Risk of Failingaschoenborn
Strategies for Reaching Students at Risk of Failing discusses interventions for struggling students. It provides descriptions of common behaviors of failing students and suggests interventions like writing steps on the board, using color-coded organization methods, and showing models of excellence. The document also discusses building relationships through equitable treatment, praise, interest in students, and avoiding withdrawals like breaking promises. Finally, it proposes strategies like menu assignments, student conferences, and significant sheets to improve student achievement.
Chapter 3 embracing the mind set of chaingeartoutman
The document discusses how poverty can impact brain development but that the brain is also able to change based on environment. Early childhood intervention programs that provide enriched learning environments can help narrow achievement gaps and increase IQ scores. Key studies found benefits like improved language skills and higher rates of school completion from programs beginning in early childhood. While genetics play a role, the environment matters greatly and provides opportunities to positively influence cognitive development and academic performance.
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
Strategies for Helping Teenages with ConflictKristy Curran
This document summarizes a presentation on strategies for helping teenagers with conflict. It discusses using conflict resolution programs and assessments to teach teenagers effective skills. Common causes of conflict and types of conflicts are examined. Preventative strategies are suggested, such as classroom guidance, peer support, and games. Responsive strategies include a crisis escalation model, tips for dealing with conflicts calmly, and using peer mediation. The presenters aim to provide school counselors with practical strategies and resources to help teenagers manage conflicts constructively.
The document discusses motivation and self-determination. It explains that motivation exists on a continuum from amotivation to intrinsic motivation. Students who are autonomously motivated tend to achieve more and learn better than students who are controlled. Teachers can support student autonomy through techniques like learning contracts, providing choices, and acknowledging student perspectives.
Teaching with poverty in mind by eric jensenrobinlstewart
This document discusses strategies for teaching students from poverty backgrounds. It explains that students from poverty often have a narrower range of appropriate emotional responses due to lack of teaching at home. Teachers are advised to understand rather than judge these behaviors. The document provides action steps for teachers, such as embodying respect for students, embedding social skills training, being inclusive, recognizing signs of chronic stress, empowering students, and adopting an enrichment mindset. High-poverty schools that achieve high performance share characteristics like academic press, caring staff, and collaborative decision-making.
Strategies for Reaching Students at Risk of Failingaschoenborn
Strategies for Reaching Students at Risk of Failing discusses interventions for struggling students. It provides descriptions of common behaviors of failing students and suggests interventions like writing steps on the board, using color-coded organization methods, and showing models of excellence. The document also discusses building relationships through equitable treatment, praise, interest in students, and avoiding withdrawals like breaking promises. Finally, it proposes strategies like menu assignments, student conferences, and significant sheets to improve student achievement.
Chapter 3 embracing the mind set of chaingeartoutman
The document discusses how poverty can impact brain development but that the brain is also able to change based on environment. Early childhood intervention programs that provide enriched learning environments can help narrow achievement gaps and increase IQ scores. Key studies found benefits like improved language skills and higher rates of school completion from programs beginning in early childhood. While genetics play a role, the environment matters greatly and provides opportunities to positively influence cognitive development and academic performance.
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
The document discusses factors that promote success for students from low-income backgrounds. It recommends supporting the whole child by addressing their emotional, physical and academic needs. Key factors include building relationships through personalized interactions, using data to inform instruction, and providing an enrichment-focused environment rather than one based on pity. The document also challenges assumptions about student behavior and outlines classroom strategies like explicitly teaching cognitive skills, building hope, and incorporating engaging instruction.
What Successful College Students Do DifferentlyJC Cruz
This document discusses how successful college students differ from others. It begins by outlining 12 characteristics of successful students, including grit, resilience, discipline and relationships. It then discusses research and studies conducted on students at South Texas College and the National Hispanic Institute. The research found that providing students opportunities to overcome challenges and leverage difficult experiences helps develop grit and resilience. This leads to greater college enrollment, completion and transfer rates. The document concludes by providing additional resources on developing grit, resilience and perseverance in students.
Interventions for at risk students power pointDenise C Barnes
The document discusses interventions for at-risk students. It describes characteristics of at-risk students such as unaddressed learning problems, poor performance, and safety issues. It recommends collecting student data, maintaining confidentiality, using academic interventions like visual aids and rehearsal. Behavior interventions include staying calm, allowing movement, and developing incentives. Prevention interventions include respect, clear boundaries, and intervening early. The classroom environment should have clear expectations and teach social skills.
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, modifications to assessments, and inclusion support to address both academic and behavioral needs.
This paper explores programs and strategies for helping at-risk students succeed academically and socially. It defines at-risk students as those facing challenges like poverty, abuse, mental health issues, pregnancy, or other obstacles. The paper outlines several programs available in Idaho and elsewhere, including ARISE which provides after-school life skills training, Englishton Park Academic Remediation and Training Center which uses wilderness activities to help students, and Success For All which provides tutoring and support. It also discusses the benefits of online schools, peer mentoring, and bringing in motivational speakers like Jeff Yalden who was once at-risk himself. The paper argues that various support programs can help prevent at-risk students from dropping
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
This document provides guidance on using problem solving to address behavior problems in the classroom. It outlines several problem solving tools like fishbone diagrams and matrix diagrams. It also discusses effective teacher responses like talking to students individually. The document recommends following a multi-step process for problem solving, such as defining the problem, identifying causes, suggesting solutions, and following up. Overall, the document emphasizes establishing positive relationships and using a structured approach to help students develop problem solving skills to resolve behavior issues.
This document outlines a presentation on motivation and advocacy for gifted children. It discusses promoting achievement among gifted students through identification, addressing factors affecting achievement, and potential interventions. It also covers the importance of parent advocacy, including meeting with teachers and starting parent groups. The presentation provides information on understanding and supporting underachieving gifted students by addressing issues like self-efficacy, goal valuation, environmental perceptions, and developing self-regulation strategies. Research on effective interventions is presented, such as a study that found implementing individualized strategies led to improved academic achievement.
The document discusses poverty and its effects on students' education. It defines different types of poverty and notes students living in poverty are more likely to struggle academically and drop out of school. Chronic stress from conditions of poverty can impair brain development and reduce academic performance. The document advocates applying principles of invitational education, such as trust, respect, optimism and care, to tap into students' potential and help them overcome challenges of poverty. The most important thing to remember, it states, is that people possess relatively untapped potential in all areas of human development.
Using curriculum mapping to assist at risk students finalMike Fisher
The document discusses using curriculum mapping to help "at-risk" students. It begins by laying the foundation, which involves inviting representatives from the school and collaborating social services to collect data on standards, assessments, and student records. This data is then used to research technology options like NovaNET for curriculum delivery and student management. The next steps are to collect and assess the data to create an ongoing action plan. Curriculum mapping provides an opportunity to differentiate instruction and build learning communities to meet students' specific needs through a connected, meaningful learning experience.
Children and youth with TBI: Challenges and promising practicescbirtpresent
This document summarizes Ann Glang's presentation at the Alaska Brain Injury conference on educating children with traumatic brain injuries. The key points are:
1) Educating children with TBI is challenging due to a lack of understanding of TBI, different expectations between parents and educators, and the invisible nature of the disability.
2) Promising practices for supporting students with TBI include models for improving hospital to school transition, comprehensive training for school-based support teams, and evidence-based training and resource materials.
3) The National Collaborative on Childhood Brain Injury aims to address gaps and make recommendations to build statewide capacity for supporting students with brain injuries.
A New Retention Variable: Hope & First Generation College StudentsXochitlRegalado
This document outlines a presentation about a research article on hope and retention of first-generation college students. It discusses the authors of the research article, the purpose of creating the article which was to examine unique challenges of first-generation students and describe Snyder's Hope Theory. It then covers some of the main points of the article including common challenges faced by first-generation students such as lack of family support and financial issues, as well as findings that higher hope levels correlate with better academic performance. The presentation concludes with a discussion of how the topics could inform mentoring of first-generation students.
Teaching with Poverty (The Impact and Strategies) (July 2013)Matt Bergman
The document discusses the impact of poverty on classrooms and strategies for overcoming challenges related to poverty. It notes that poverty affects student motivation, behavior, and parental involvement. However, teachers can build relationships with students, create a stable classroom environment, and encourage growth mindsets. Specific strategies include developing vocabulary through varied materials, opportunities to read, and building oral language skills. The goal is to engage students and provide support through challenges related to their economic situations.
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
The document discusses supporting gifted learners. It defines giftedness and notes challenges gifted children face in learning. Barriers to learning for gifted children include asynchronous development and potential misdiagnoses of conditions like ADHD. The document recommends supporting gifted learners through self-regulated learning experiences, mediated learning experiences that involve scaffolding, and a shift toward deeper learning.
RESPONDING TO BEHAVIOR THAT DISRUPTS THE LEARNING PROCESSGizem ALTINTAÇ
This document discusses strategies for responding to disruptive student behavior in the classroom. It begins with an introduction and outlines of the authors and objectives. It then reviews literature on the prevalence of disruptive behavior and effective response strategies. A survey was administered to preservice and in-service teachers regarding their experiences with disruptive behavior. Potential causes of disruptive behavior are explored using a fishbone diagram. The document concludes by proposing response strategies, such as ensuring requests are clear and polite, using conflict resolution approaches, giving breaks, and obtaining assistance if needed.
Establishing a Safe Environment for ELLs Living with TraumaJudie Haynes
The document discusses establishing a safe learning environment for English language learners living with trauma. It notes that almost half of children in the US experience childhood trauma. It identifies four pillars of strengths-based relationships that students need to feel safe, valued, competent, and that they belong. The document provides strategies for teachers to make students feel these ways, including building relationships, promoting student voice and choice, connecting curriculum to students' lives, and establishing predictable routines and practices.
The How and Why of Strengths-based TeachingJudie Haynes
This document discusses using a strengths-based teaching approach when working with students experiencing trauma, violence, or chronic stress. It emphasizes identifying students' inherent strengths rather than weaknesses, which research shows leads to better outcomes. Teachers are encouraged to examine their own strengths and values. Examples are provided of recognizing students' strengths that may be hidden under adversity, like resilience. An assets-based classroom focuses on safe, belonging, valued, and competent relationships through positive language, student voice, and predictable routines.
Supporting Social-Emotional Development of Elementary ELLsJudie Haynes
The document discusses supporting the social-emotional development of English language learners (ELLs). It notes that the Every Student Succeeds Act (ESSA) recognizes the importance of social-emotional learning. Many ELLs live with trauma, violence, or chronic stress, such as from poverty or fear of deportation. Nearly half of all children in the US experience childhood trauma. The document provides strategies for supporting ELLs' social-emotional learning, such as role-playing, using children's literature, and building a strengths-based classroom where students feel safe, valued, competent, and that they belong.
The document discusses factors that promote success for students from low-income backgrounds. It recommends supporting the whole child by addressing their emotional, physical and academic needs. Key factors include building relationships through personalized interactions, using data to inform instruction, and providing an enrichment-focused environment rather than one based on pity. The document also challenges assumptions about student behavior and outlines classroom strategies like explicitly teaching cognitive skills, building hope, and incorporating engaging instruction.
What Successful College Students Do DifferentlyJC Cruz
This document discusses how successful college students differ from others. It begins by outlining 12 characteristics of successful students, including grit, resilience, discipline and relationships. It then discusses research and studies conducted on students at South Texas College and the National Hispanic Institute. The research found that providing students opportunities to overcome challenges and leverage difficult experiences helps develop grit and resilience. This leads to greater college enrollment, completion and transfer rates. The document concludes by providing additional resources on developing grit, resilience and perseverance in students.
Interventions for at risk students power pointDenise C Barnes
The document discusses interventions for at-risk students. It describes characteristics of at-risk students such as unaddressed learning problems, poor performance, and safety issues. It recommends collecting student data, maintaining confidentiality, using academic interventions like visual aids and rehearsal. Behavior interventions include staying calm, allowing movement, and developing incentives. Prevention interventions include respect, clear boundaries, and intervening early. The classroom environment should have clear expectations and teach social skills.
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, modifications to assessments, and inclusion support to address both academic and behavioral needs.
This paper explores programs and strategies for helping at-risk students succeed academically and socially. It defines at-risk students as those facing challenges like poverty, abuse, mental health issues, pregnancy, or other obstacles. The paper outlines several programs available in Idaho and elsewhere, including ARISE which provides after-school life skills training, Englishton Park Academic Remediation and Training Center which uses wilderness activities to help students, and Success For All which provides tutoring and support. It also discusses the benefits of online schools, peer mentoring, and bringing in motivational speakers like Jeff Yalden who was once at-risk himself. The paper argues that various support programs can help prevent at-risk students from dropping
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
This document provides guidance on using problem solving to address behavior problems in the classroom. It outlines several problem solving tools like fishbone diagrams and matrix diagrams. It also discusses effective teacher responses like talking to students individually. The document recommends following a multi-step process for problem solving, such as defining the problem, identifying causes, suggesting solutions, and following up. Overall, the document emphasizes establishing positive relationships and using a structured approach to help students develop problem solving skills to resolve behavior issues.
This document outlines a presentation on motivation and advocacy for gifted children. It discusses promoting achievement among gifted students through identification, addressing factors affecting achievement, and potential interventions. It also covers the importance of parent advocacy, including meeting with teachers and starting parent groups. The presentation provides information on understanding and supporting underachieving gifted students by addressing issues like self-efficacy, goal valuation, environmental perceptions, and developing self-regulation strategies. Research on effective interventions is presented, such as a study that found implementing individualized strategies led to improved academic achievement.
The document discusses poverty and its effects on students' education. It defines different types of poverty and notes students living in poverty are more likely to struggle academically and drop out of school. Chronic stress from conditions of poverty can impair brain development and reduce academic performance. The document advocates applying principles of invitational education, such as trust, respect, optimism and care, to tap into students' potential and help them overcome challenges of poverty. The most important thing to remember, it states, is that people possess relatively untapped potential in all areas of human development.
Using curriculum mapping to assist at risk students finalMike Fisher
The document discusses using curriculum mapping to help "at-risk" students. It begins by laying the foundation, which involves inviting representatives from the school and collaborating social services to collect data on standards, assessments, and student records. This data is then used to research technology options like NovaNET for curriculum delivery and student management. The next steps are to collect and assess the data to create an ongoing action plan. Curriculum mapping provides an opportunity to differentiate instruction and build learning communities to meet students' specific needs through a connected, meaningful learning experience.
Children and youth with TBI: Challenges and promising practicescbirtpresent
This document summarizes Ann Glang's presentation at the Alaska Brain Injury conference on educating children with traumatic brain injuries. The key points are:
1) Educating children with TBI is challenging due to a lack of understanding of TBI, different expectations between parents and educators, and the invisible nature of the disability.
2) Promising practices for supporting students with TBI include models for improving hospital to school transition, comprehensive training for school-based support teams, and evidence-based training and resource materials.
3) The National Collaborative on Childhood Brain Injury aims to address gaps and make recommendations to build statewide capacity for supporting students with brain injuries.
A New Retention Variable: Hope & First Generation College StudentsXochitlRegalado
This document outlines a presentation about a research article on hope and retention of first-generation college students. It discusses the authors of the research article, the purpose of creating the article which was to examine unique challenges of first-generation students and describe Snyder's Hope Theory. It then covers some of the main points of the article including common challenges faced by first-generation students such as lack of family support and financial issues, as well as findings that higher hope levels correlate with better academic performance. The presentation concludes with a discussion of how the topics could inform mentoring of first-generation students.
Teaching with Poverty (The Impact and Strategies) (July 2013)Matt Bergman
The document discusses the impact of poverty on classrooms and strategies for overcoming challenges related to poverty. It notes that poverty affects student motivation, behavior, and parental involvement. However, teachers can build relationships with students, create a stable classroom environment, and encourage growth mindsets. Specific strategies include developing vocabulary through varied materials, opportunities to read, and building oral language skills. The goal is to engage students and provide support through challenges related to their economic situations.
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
The document discusses supporting gifted learners. It defines giftedness and notes challenges gifted children face in learning. Barriers to learning for gifted children include asynchronous development and potential misdiagnoses of conditions like ADHD. The document recommends supporting gifted learners through self-regulated learning experiences, mediated learning experiences that involve scaffolding, and a shift toward deeper learning.
RESPONDING TO BEHAVIOR THAT DISRUPTS THE LEARNING PROCESSGizem ALTINTAÇ
This document discusses strategies for responding to disruptive student behavior in the classroom. It begins with an introduction and outlines of the authors and objectives. It then reviews literature on the prevalence of disruptive behavior and effective response strategies. A survey was administered to preservice and in-service teachers regarding their experiences with disruptive behavior. Potential causes of disruptive behavior are explored using a fishbone diagram. The document concludes by proposing response strategies, such as ensuring requests are clear and polite, using conflict resolution approaches, giving breaks, and obtaining assistance if needed.
Establishing a Safe Environment for ELLs Living with TraumaJudie Haynes
The document discusses establishing a safe learning environment for English language learners living with trauma. It notes that almost half of children in the US experience childhood trauma. It identifies four pillars of strengths-based relationships that students need to feel safe, valued, competent, and that they belong. The document provides strategies for teachers to make students feel these ways, including building relationships, promoting student voice and choice, connecting curriculum to students' lives, and establishing predictable routines and practices.
The How and Why of Strengths-based TeachingJudie Haynes
This document discusses using a strengths-based teaching approach when working with students experiencing trauma, violence, or chronic stress. It emphasizes identifying students' inherent strengths rather than weaknesses, which research shows leads to better outcomes. Teachers are encouraged to examine their own strengths and values. Examples are provided of recognizing students' strengths that may be hidden under adversity, like resilience. An assets-based classroom focuses on safe, belonging, valued, and competent relationships through positive language, student voice, and predictable routines.
Supporting Social-Emotional Development of Elementary ELLsJudie Haynes
The document discusses supporting the social-emotional development of English language learners (ELLs). It notes that the Every Student Succeeds Act (ESSA) recognizes the importance of social-emotional learning. Many ELLs live with trauma, violence, or chronic stress, such as from poverty or fear of deportation. Nearly half of all children in the US experience childhood trauma. The document provides strategies for supporting ELLs' social-emotional learning, such as role-playing, using children's literature, and building a strengths-based classroom where students feel safe, valued, competent, and that they belong.
Supportive and motivating environments in schoolsIngridHillblom
This document summarizes a study on factors relating to wellbeing and learning among students. The study aims to identify supportive and motivating factors in schools according to self-determination theory. It reviews literature showing relationships between supportive school environments and students' life satisfaction, school satisfaction, and academic initiative. The study will examine how perceived teacher support for relatedness, competence and autonomy relate to these outcomes among Norwegian lower secondary students.
Counselors must be aware of the diverse types of students they serve, including those who are gay, lesbian, bisexual, or transgender. The counseling approach should focus on understanding what stage of acceptance the client is at regarding their sexual orientation. Common issues LGBT students face include identity confusion, anxiety, depression, abuse, and academic problems. Counselors should work to make institutional changes to support LGBT students and ensure a safe environment through policies, awareness programs, and resources.
This document discusses empowering children through self-awareness and advocacy. It emphasizes helping students understand their strengths, weaknesses, and learning needs. Developing self-awareness allows students to better advocate for themselves and match their activities to their strengths. The document also discusses developing proactive students through goal setting, perseverance, developing emotional coping strategies, and harnessing discipline to meet educational goals. Overall, the document promotes a multidimensional empowerment process that gives students greater control over their lives.
Structural racism in schools creates harm for students of color—especially black and brown young men. Their resistance is read as “behavior problems;” they are labeled “angry,” “defiant” or “under-achieving.” Efforts both to discipline and support these young people focus interventions on individuals (e.g. suspension, anger management classes). Scant attention is paid to the ways that adult school staff participate in structural racism and harm the young people we pledge to serve. This workshop highlights one effort to enlist teachers in the struggle to transform our schools to more effectively love, teach and reach our students of color.
Building Knowledge of Students to Build Teacher EmpathyRaisingTheBar2015
2015 presentation at the Raising the Bar summit. Addresses teacher knowledge and empathy as part of a strategy to improve academic performance and reduce suspensions.
Holding On and Letting Go | IntroDUCKtion 2017Abigail Mizera
This document provides information and advice for parents of students transitioning to college. It discusses the challenges students and families may face during this transition, including developing independence and identity. Parents are advised to find a balance between being over-involved or uninvolved by acting as a trusted guide rather than doing things for their student. The document outlines campus resources available to support students' well-being and success. Parents are encouraged to have open conversations with their student over the summer to prepare for the transition.
Teaching Social Emotional Learning with GamificationClasscraft
Classcraft ambassador and principal Allison Bruning's presentation on teaching social emotional learning (SEL) skills, with a focus on autistic, gifted, and special needs students.
This document summarizes a presentation about social emotional learning skills for the 21st century. It defines social emotional learning as the process of developing skills like self-awareness, relationship skills, and responsible decision making. It discusses why SEL is important for student success and engagement. It also outlines specific SEL competencies and strategies teachers can use to implement SEL in the classroom, such as scheduled check-ins, explicit instruction of skills, and incorporating student voice. Research shows SEL improves academic performance and reduces problem behaviors.
This document discusses promoting emotional resiliency in children. It defines resiliency as the ability to bounce back from difficulties and adapt to challenges. A resilient child is motivated, asks for help, and connects with others. The document outlines risk factors like family stress, child temperament issues, and experiences of abuse. Protective factors include a supportive family, social skills, autonomy, and a sense of purpose. Ways to build resiliency are through predictability, teaching competencies and coping skills, social connection, and perceived control. The resiliency wheel model emphasizes prosocial bonding, clear boundaries, life skills, caring support, expectations, and participation. Children draw resilience from relationships, personal qualities, and problem-solving
The document summarizes the key topics and themes discussed in Sarah Thebarge's memoir "The Invisible Girls". It provides biographical information about Thebarge and introduces the Somali refugee family she befriends. The rest of the document then outlines some of the challenges faced by the refugee family in terms of cultural adjustment, domestic abuse, health issues like breast cancer, and effects of relocating frequently. It also discusses the role spirituality and religion played in Thebarge's own recovery and how she found support through her faith.
This resource package provides scenario cards and role playing activities to teach students about managing conflicts in the home. The activities aim to help students develop skills like communication, anger management, and seeing different perspectives. This helps students build resilience and mental wellbeing by practicing how to handle challenging situations. The role plays give students hands-on experience with conflict resolution that they can draw from in their own lives. Teachers can use discussion and reflective journaling after the role plays to further develop students' skills.
This resource package provides scenario cards and role-playing activities to teach students about managing conflicts at home. The activities aim to help students develop communication, anger management, and resilience skills. Teachers can use the cards to stimulate role-plays of common family conflicts. Students then reflect on their performance using "thinking hats" to consider different perspectives. The resource promotes positive attitudes and mental health by helping students learn constructive ways to handle challenges.
Jennifer Heinecke is seeking a full-time position as a school psychologist with Spokane Public Schools. She has a Master's degree in School Psychology from Eastern Washington University and will receive her license in June 2015. She has worked as a school psychologist intern in Spokane Public Schools, managing a full caseload and leading intervention groups. She has experience with RTI and PBIS models and analyzing data to develop specialized interventions.
Students come to school grieving personally significant losses associated with various life events, and this grief can negatively impact their learning and mental health. Educators can play critical roles in assisting loss-affected students. Participants will become acquainted with possible support approaches and materials to use in their work with students. v.2
This document discusses detecting and deterring bullying among gifted students. It begins by defining giftedness according to federal standards as students who demonstrate high achievement in intellectual, creative or leadership capacities. It then notes that gifted students can experience bullying due to their talents or disabilities. Common myths about gifted students are debunked, such as that they can handle bullying alone or that their talents guarantee success. The document outlines signs that a gifted student is being bullied and provides recommendations for addressing bullying, such as creating a safe environment, designating trusted adults, and involving parents and students through anti-bullying programs.
The document discusses stress in children and adolescents. It defines stress and identifies common stressors at different developmental stages from infancy through adolescence. Stress can negatively impact mental and physical health as well as academic performance. The document also discusses coping strategies, building resilience to stress, and the role of school psychologists in addressing stress among students.
Similar to Classroom Practice that Support ELLs Living with Trauma (20)
Social Media and Professional Development too!Judie Haynes
This document discusses how social media can be used for professional development opportunities for teachers. It provides examples of various social media platforms like Twitter, Facebook, blogs, YouTube and podcasts that teachers can use to actively learn and collaborate with other educators. Specific accounts and hashtags are recommended for finding online communities of educators working with English language learners. Benefits of using social media for professional learning networks include access to resources, networking, and sharing best practices.
Providing Programming & Instruction to Beginning ELLsJudie Haynes
This document summarizes a presentation about providing programming and instruction to beginning English language learners (ELLs). It discusses different types of beginning ELLs, including those with and without academic language skills. It also addresses ELLs who have experienced trauma, violence, or chronic stress. Six key strategies for teaching beginning ELLs are presented: 1) teach to students' strengths, 2) build background knowledge, 3) provide comprehensible input, 4) modify vocabulary instruction, 5) use cooperative learning strategies, and 6) create a supportive classroom environment. Examples and research are provided for each strategy.
Social Media and Professional Developments too!Judie Haynes
This document discusses how social media can be used for professional development for teachers of English language learners. It provides an overview of various social media platforms and how they can be used, including Facebook, Twitter, blogs, Pinterest, LinkedIn, YouTube and Scoop.it. Key benefits highlighted are that social media professional development can be low-cost, accessible anywhere, driven by practitioners, and allow for collaboration and networking in online learning communities. Specific accounts, hashtags, and blogs are recommended for teachers to follow on each platform.
Game-based Learning for English Language LearnersJudie Haynes
This document discusses game-based learning (GBL) for English language learners (ELLs). GBL combines gameplay with defined learning outcomes to engage students in content instruction. It provides opportunities for collaboration, problem-solving, and developing different perspectives. The document recommends several digital games and apps that incorporate topics like STEM, literacy, and social studies for ELLs. Benefits of the game Minecraft are outlined, such as developing higher-order thinking and collaboration skills. Teachers are encouraged to discuss how they can incorporate GBL into their own content area instruction.
Collaborative Learning for ELLs: Active Engagement from Pre-K-5.Judie Haynes
Collaborative learning strategies such as cooperative learning, project-based learning, and maker education can benefit English language learners from pre-kindergarten to 5th grade. These strategies increase social interaction, develop academic language, and involve hands-on learning. Teachers should model social language, pre-teach academic vocabulary, and design activities that meet student needs and abilities. Project-based learning allows students to investigate problems and work toward goals. Maker education empowers students through hands-on design and building. Makerspaces provide materials for creative problem-solving.
This document discusses the benefits of collaborative learning for English language learners (ELLs) from pre-kindergarten through 5th grade. It describes different types of collaboration including cooperative learning, project-based learning, hands-on projects, and maker education/makerspaces. Effective collaboration can increase social interaction, build language skills, and involve active learning for ELLs. Teachers must model language, pre-teach vocabulary, and design activities that meet student needs and abilities. Small group work benefits ELLs more than lectures. Collaboration helps ELLs develop confidence and capitalize on their strengths.
Using Internet Resources to Promote Content Learning Judie Haynes
Using Internet Resources to Promote Content Learning provides information on resources that teachers can use to help English learners learn content information
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
2. Definitions
• Trauma: a response to an experience that is so
stressful that it overwhelms an individual’s capacity to
cope
• Violence: the use of physical force to harm someone,
damage property
• Chronic Stress; a physiological state of hyper arousal
that can result in chronic anxiety, hypervigilance, &
limit in regulating behavior
--Craig (2006) Yoshikawa (2011)
In Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students
Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
3. The urgency for looking at students who
experience trauma, violence,
and chronic stress
4. Quick Information
“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, 2011/12
Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting
Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD. p. 1.
5. Group/Pair Activity
Discuss with your small group:
What percentage of students living with trauma,
violence or chronic stress do your think you have in
your classroom?
6. Additional Info
Between 1998-2008, 2.5 billion people
worldwide exposed to disasters-
American Pychological Association [APA]
In 2015, 65.3 million people displaced
worldwide. 3.2 million sought asylum,
98,400 unaccompanied or separated
children - United Nations on Refugees
7. Additional Info
In 2016, 4.1 million US born children have
at least one parent who is undocumented –
APA
In 2013, 60% of EL families
incomes were 185% below poverty
level Grantmakers in Education
8. ACEs Impacting Students
All Students
Any of the ACEs described
• Physical, sexual, or verbal abuse
• Physical and emotional neglect
• A parent who abuses drugs or
alcohol
• Witnessing a mother
experiencing abuse
• A family member in jail
• Parental loss due to death,
abandonment, or divorce
• Mental illness, suicidal, or
depressed person at home
English Learners
Any of the ACEs described
PLUS
trauma, violence & chronic
stress resulting from:
• living in war or conflict
zones,
• being displaced,
• being persecuted,
• living in extreme poverty,
• and more.
9. 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.
10. Research is Clear
• When we focus on people’s inherent strengths (what
they bring), it leads to better outcomes than operating
from what we perceive as their weaknesses.
• We can help students be more successful and engaged
when we draw from their internal strengths and
capacities
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.
11. Making Strengths Visable &
Transparent
It is important to:
Use positive positive, asset-based language
Model this so that all staff who work in your
classroom do the same (specialists, aides, etc)
12. When…Then… Theory of Change
• When we believe that every human being is
valuable and possesses many strengths,
• Then we intentionally look for these strengths
and support individuals in using these for
their personal growth.
Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students
Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
13. Zacarian, D., Alvarez-Ortiz, L., & Haynes J. (2017). Teaching to Strengths: Supporting Students
Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
Identifying Assets
14. • Discuss with a partner
• Share with whole group
What assets can you identify in Keilyana?
Small Group & Pair Activity
15. • 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
Values and Qualities Worth Acknowledging
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
.
16. Four Essential Pillars of an
Assets-Based Classroom/School
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, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living
with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD.
17. Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting
Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD. p. 97
21. What I Wish My Teacher
Knew About Me
• Sometimes my papers are not signed because my mother
isn’t home a lot.
• I can’t fall asleep at night.
• I feel like the class picks on me. I hate that.
• I miss my dad. He got deported to Guatemala
when I was 5 years old.
• I don’t have pencils to do my homework.
22. Building Positive, Asset-Based
Relationships: Getting to Know Students
Ask students to:
Write their name & nickname on front of index card.
Respond to the following prompts on back side:
• Activities that you are involved in at our high
school.
• Activities that you are involved in outside of
school.
• Activities that you do at home.
23. Promoting Student Voice
• Trauma can cause feeling of loss of control and
powerlessness. Helping students cope with
traumatic stressors allows them to regain control.
• Student empowerment defined as giving 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, & Chronic Stress. Alexandria, VA: ASCD.
26. Linking Literature & Literary Characters
to Students’ Lives
In Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting
Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA: ASCD. P. 67
“Do not underestimate the power of characters in
literature…”
Psychiatric specialists Everly & Firestone
28. Small Group /Pair Activity
In your groups, share the titles of books you use
with your students to connect their lives to
literature.
29. Establishing Predictable Routines
In Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths:
Supporting Students Living with Trauma, Violence, and Chronic Stress. Alexandria, VA:
ASCD.
30. Small group/partner
discussions
With a partner, look at how you start your
school day. List some routines that you could
introduce into your current practices that would
support students living with trauma, violence &
chronic stress.
Share these routines with whole group.
31. Examples of Predictable Routines
• Welcoming students, including ELs, using asset-based
language
• Engaging all students in a sharing activity about special
news.
• Providing information about the day or class schedule so
that students know what to expect during the school day.
• Conducting a short academic or social learning
experience.
• Supporting students to transition from the opening
meeting to the next classroom.
33. Steps in the Gradual Release
of Responsibility:
Teacher shares with students that:
lesson is intended to help them get to know each
other.
They will need to bring in and share a family
treasure that can be an artifact, photographs,
drawings, or other mementos or recollections
from their ancestors.
She shares her own family treasure, her great-
grandmother’s locket.
34. Steps in the Gradual Release
of Responsibility:
Teacher guides students through the compilation of
questions they may want to ask her about her
treasure using a graphic organizer that the class
completed as a group.
35. Collaborative Practice
Students share their treasure with a small group.
Peers ask questions about each other’s treasures using
the skills and strategies that they were taught.
Students acknowledge positive values and qualities in
each other with proper modeling from the teacher.
36. Small Group/Partner Activity
With a partner, design a lesson that includes the
four steps in the gradual release of responsibility
approach and describe the routines and practices
that you would use.
37. Independent Work
Students work independently in class to write an oral
presentation 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).
38. STEP 1
Mark Zimmerman:
a. Reviews
objectives odd &
even numbers unit
b. Reviews day’s
learning objective
and what student
will do (create
poster) to learn
concepts
Step 2: He thinks aloud. Models listener and speaker
tasks Ss will do by doing model with a volunteer
Affirming and acknowledging volunteer
Steps 3: Students work in pairs. Discuss ideas for
solving problems at recess.
1. Using language of math (on odds-evens)
2. Affirming & acknowledging peers
.
Step 4: Students work in small groups. Discuss
ideas for problem at recess.
1. Using language of math
2. Affirming & acknowledging peers
Step 5: Whole class reviews paired and small
group tasks.
1. Using the language of math
2. Affirming & acknowledging peers
Engaging Students in Paired and Groupwork
Zacarian, D., Alvarez-Ortiz, L. & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma,
Violence, and Chronic Stress. Alexandria, VA: ASCD.
39.
Acknowledging and reflecting back students’ assets
Building positive, asset-based relationships with ELs
Promoting student voice and choice
Connecting student learning to students’ lives
Linking literary characters to ELs lives
Using predictable routines
Gradual release of responsibility
Supporting student-student relationships and positive
interactions
40. Resources
Five elements of a positive classroom environment.
http://inservice.ascd.org/five-elements-of-a-positive-
classroom-environment-for-students-living-with-
adversity/
Using a strengths-based approach with ELs:
Supporting students living with trauma, violence &
chronic stress
http://www.colorincolorado.org/article/using-strengths-
based-approach-els-supporting-students-living-trauma-
violence-and-chronic
Editor's Notes
Let’s talk about what we mean when we use the terms trauma, violence and chronic stress. Developmental psychologist Hiro Yoshikawa and educator Susan Craig define them. They say…
Trauma is a response to an experience that is so stressful that it overwhelms an individual’s capacity to cope
Violence means the use of physical force to harm someone, damage property
Chronic Stress; a physiological state of hyper arousal that can result in chronic anxiety, hyper vigilance, & limits in regulating behavior
In this webinar, when we use these terms, this is what we are referring
Perhaps we all wonder what is the urgency for looking more deeply at students and families who experience these phenomena. Who are such students and what is important to consider?
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.
However, these facts and figures include the general population of students including some English learners. In addition to the general population, there are sweeping numbers of additional English learners who are experiencing trauma, violence and chronic stress in ways that are distinct from their American peers. First, the prevalence of natural disasters occurs worldwide in numbers that are hard to fathom. Between 1998-2008, 2.5 billion people worldwide exposed to disasters-American Pychological Association [APA]
In addition are the large percentage of people living in war or conflict zones that result in their being displaced, being persecuted, and seeking asylum. In 2015, for example, 65.3 million people were displaced worldwide. 3.2 million sought asylum, 98,400 unaccompanied or separated children- United Nations on Refugees
These distinctions about English learners experiencing trauma, violence and chronic stress also should include the high volume of US born children who have at least one parent who is undocumented. In 2016, 4.1 million children born in the US had at least one parent who is undocumented –APA
And, then there is the reality of the depth of poverty that many English learners are living in. In 2013, for example, 60% of the families of English learners had incomes that were 185% below poverty level Grantmakers in Education
As such, while English learners experience the same epic numbers of adverse childhood experiences as their peers, significant numbers have also experienced the trauma of living in war or conflict zones, being displaced, being persecuted, living in extreme poverty, and more. Regardless where we work and what we do, epic numbers of students from pre-school through high school are living with these 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. In addition the literature doesn’t pay much attention to diverse populations of students in our rapidly changing classrooms. 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 perspective. A strengths based approach pays attention to the many strengths that we all have, especially our students and their families living with these phenomena. A great example of a strengths based approach is from pediatrician Dr. Ken Ginsberg who works with children with serious chronic illnesses and their families. While he acknowledges the effect that these illnesses have on children’s lives, he also points to the many many strengths that the same children possess and tells us that they are not broken.
. Research tells us about the value of a strengths based approach in helping students,, 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
Tina is a high school ESL teacher in N.J. On the first day of school Isaw a small girl sitting alone clutching her tablet like a shield. The student seemed to flinch when I looked at her.and she drew herself tighter against the wall. My heart went out to her and Ii thought to myself how brave she was by coming to school where she didn’t know the language or the culture. She didn’t have any friends She was brave to leave her country and come to the U.S. It was a few months before I could tell Ana how I admired her bravery. I still remember the day she spoke her first words in English. The whole class applauded.
So, if we truly adopt these beliefs, what we are proposing is to adopt a Theory of Change that states, that:
When… we believe that every human being is valuable and possesses many strengths,
Then… we intentionally look for these strengths and support individuals in using them for their personal growth.
This theory of change allows or frees us to focus on:
identifying students’ and families’ existing strengths
honor, value, and acknowledge these strengths
help students and families’ become aware of their strengths
build instructional programming that revolves around and draw from our students’ and families’ identified strengths
Ana’s story.
OK, let’s see how are we doing so far with finding assets in students.
This is Keilyana a student who is an English learner. She, her mother, and three siblings relocated to continental US two months after Hurricane Maria devastated the island of PR. They are living in a temporary shelter awaiting public housing. We learn that Keilyana’s father committed suicide after the family lost all they had to the hurricane. Her teacher reports to us that Keilyana rarely misses school, but gets in late every day. She also points out that when Keilyana works in groups with other students, she often seems to pick an unprovoked fight with her classmates.
What assets can we find in Keilyana?
Many educators tell us that it is challenging for them to find any strengths in Keilyana. They have shared with us that they just don’t see how her circumstances and what she does in school reflect any assets.
But, let’s try to step back for a moment to think about this… despite whatever we perceive about her home life, Keilyana IS coming to school regularly, consistently and routinely.
(GO TO NEXT SLIDE ABOUT VALUES)
This is certainly a strength that she possesses. It shows responsibility, value for education, value for interactions, hope, appreciation, gratitude, determination, connection, and courage, to name a few of her values and qualities.
All of these qualities are the ones I must reflect to her, provide evidence of where I see them, and draw from them to create effective teaching practices in an environment where she feels she belongs, feels safe, valued, and competent.
This is certainly a strength that she possesses. (Coming to school regularly, consistently, and routinely) It shows responsibility, value for education, value for interactions, hope, appreciation, gratitude, determination, connection, and courage, to name a few of her values and qualities.
All of these qualities are the ones I must reflect to her, provide evidence of where I see them, and draw from them to create effective teaching practices in an environment where she feels she belongs, feels safe, valued, and competent.
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 - when I know I would not be judged or criticized when I make a mistake or when I feel or think differently from others. When I know somebody has my back and I can count on others for support and comfort. (For us parents, it's that sense that no matter what our kids do, they will always be our sons and daughters and our love is unconditional.)
That I belong – when I get adults’ unconditional acceptance, communicated in words and deeds, that I am welcome regardless of my background or current situation… and that I am part of the fabric of the classroom and school.
Valued - When I can see and experience how much my ideas, opinions, feelings and my full existence matter to my teachers and other adults in the school. When adults make me feel worthy of others' respect, energy, time, kindness, etc., all because I matter to my teachers and to others.
Competent – When I have been affirmed frequently that I have what it takes to learn and to create positive relationships with others. It is the assurance that I have the ability to exert self-control and to create positive outcomes.
(The environment where this relational approach can be fostered is one that supports, encourages, and empowers students to be the best version of themselves. This happens when these 4 elements are clearly visible in the classroom/school/place.)
A way of having students moderate their own participation is by using asset based language like L2 and watching for their using it and ensuring that it occurs. Here is what she says as she circulates the classroom and listens to pairs and groups working together. She also pays close attention to the language they use with each other.
Here we are going to talk about classroom practices that validate the strengths of students living with TVCS. This is beyond the English language acquisition strategies that teachers generally employ with new arrivals. Classroom environments that promote student empowerment does so by building students’ confidence and capacity to speak up, address issues that concern them, make changes, and take risks. This is a big step for ELLs who are not only learning the content, making social connections in the classroom but also learning English.Students are more likely to encounter success in this process when adults become partners and provide active support.
A strengths based teaching environment happends when teachers do the following:
Build Positive relationships between themselves & students
Promote student voice & choice
Connect learning to students lives
Use predictable routines & a gradual release of responsibility
Support student-student learning
In classrooms the difference between engaged students and disengaged students is relationships, relationships, relationships. Positive relationships with our students is key in providing an effective learning environment for them There are many ways to do this.
Your genuineness and caring attitude will set you apart.
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.
Let’s take a look at what Keith Malletta, a high school English teacher in North Carolina who supports students to become active members of his classroom and community. On the first day of school, he gives an index card to each of his students and asks them to write their name on the front of the card and then to respond to the questions (on the screen) on the back of the card.
List Activities that you are involved at our high school
What Activities that you are involved outside of school
What Activities you do at home
Keith shares his reasons for engaging students in these activities. He says that the students who leave any of the first three questions blank are the first ones that he builds relationships with. He dedicates time to find out their interests and works to support their involvement in activities that match these. For example, Keith supports students to become members of various after-school clubs. When I read scholarship applications from ELs, I noticed that these students all have extra currccular
activities even if they are also working after school. They were all engaged with their classmates and in their school communities.
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. As such, these students need help coping with traumatic stressors that allow them to gain control of their environment. Empowering students allows them to have real opportunities to participate in the life of the classroom community and making decisions about what works.
One educator who advocates strongly for student voice and choice is educator Larry Ferlazzo, We see from this photo that Larry puts his students first. 26) 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.
Linking literary characters and literature to students’ lives is another teaching practice that validates their strengths. We should not underestimate the power of characters in literature as a means of addressing and diminishing traumatic experiences and restoring strengths. At the elementary, middle and high school levels literary characters can be discussed in great length thereby helping students living with TVCS overcome challenges,
In one classroom, we see a MA teacher, Kathy Lobo, link her curriculum to students’ lives. Kathy chose to read the book Tornado by author Betsy Byars. with her class. At the start of the book, there is a tornado 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 about a similar storm. The story helps pass the time and also distracts the boys from worrying about the father who is outside in the tornado. Kathy found that this story was engaging for students and could 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.
This story would be very relatable for students who have recently lived through the hurricanes that have devastated Puerto Rico, Houston and Florida.
Establishing predictable routines is especially important for ELLs who have experienced trauma. According to Margaret laustein, it it critical to help students reclaim normalcy and regain control. We want students to downshift from a from a fearful state where unpredictaibility takes control to a calmer more positive state. When ELLs enroll in our schools we want them to know the routines of our school community. What time does school actually start? Where should students go if there is a delayed opening or school closing. What if they arrive late at school. What should they do?
We need to have newcomers to our school understand the routines & practices that are part of our community
Story of Mei
When way for teachers to establish Predictable Routines is to have them hold morning meetings at all grade levels. During this meeting students should learn about the days’ schedule: Does the class have a special area instruction such as music or art today? What time is small group instruction outside of the classroom? It’s also time for a few students to share special news and for the teacher to teach a mini-lesson that relates to the day’s instruction
Welcome students using asset-based language that lets them know they’re welcomed and valuable members of the classroom community.
2. Engage students in a sharing activity about special news, such as the arrival of a new sibling, an occasion such as a birthday, or a school event
or sports, performance, or curricular activity. Create routines for this sharing activity to help it be a predictable social activity.
3. Provide information about the day or class schedule so that students
know what to expect during the school day or class period.
4. Conduct a short academic or social learning experience. For example,
during one meeting, a teacher asked for a student volunteer to share with the
class the process that students should follow when leaving from and returning to
the classroom for small-group instruction. His teaching goal was to support his
students in making transitions and empower students in making good choices.
5. Support students to transition from the opening meeting to the next
classroom activity by noticing and acknowledging those who show any sign
of readiness.
Page 69 FIRST PARAGRAPH QUOTE FROM BLAUSTIEN AND KILMER, GIL-RIVAS AND HARDY
Let’s look at the practices of teacher Jennifer Leigh. In her focus lesson she shares She tells students that they will be bringing in and sharing a family treasure, sharing an interview they had with a family member, drawing a picture of a treasure that they had to leave behind, or telling a family story. She explains that the treasure can be an artifact, photographs, drawings, or other mementos or recollections from their ancestors or others that their family values. Jennifer then conducts a mini-lesson in which she shares a family treasure that she possesses, an engraved locket that her great-grandmother brought with her to the United States from
France in 1939 at the beginning of World War II. She explains why the locket is important to her family and what it means to her.
Mrs. Leigh then engages students to brainstorm the types of questions they might ask about her family treasure. She facilitates learning by writing down their ideas on a chart and goes through the responses asking questions to elicit more information. She then meets with small groups of students, and supports, encourages,and addresses needs of individual students in using
different skills, strategies, and procedures independently. In the case of their treasure lesson, Ms. Leigh goes from on group of students to another to support their writing of questions they may want to ask her about her great- grandmother’s locket When needed, students have a list of sentence stems that can help them formulate their questions.
Collaborative learning allows students to process and discuss information with peers while their teacher clarifies, supports, and moves among groups.Jennifer’s students show their artifact, photo, drawing 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.
After this I will turn this over to Debbie
Independent Work Allows students to synthesize what they have learned and solidify understanding. Students work by themselves and are in control of outcomes.
Independent Work. 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.
Mark Zimmerman is a great teacher who supports students to learn together and work together. These efforts are about strengthening Ss academic development and their positive interactions with each other.
Here is an example of how he does this. Mark observed that recess was a problem for his second graders, many of whom were living with adverse childhood experiences.
IN the first step, He reviews the math unit objective and what they will do during the lesson.
2nd He asks for a volunteer to help him demonstrate how he wants them to work first in pairs and then in small groups to create math problems that will result in an even or odd number. When a student volunteers, he begins by commenting how brave she is to be a demonstrator with him. Then, with that student, he models what he wants each pair to do.
During the 3rd and 4th steps, when students work together in pairs and then in small groups, he watches and listens carefully for their mathematical dialogue and the type of interactions that they use. For example, when he saw a student giving a high five to a shy classmate, he says, “I really like how you are showing respect to your partner by listening carefully to what he is saying and acknowledging what he’s contributing.” He also comments on the math content. For example when a group volunteers a solution for making even teams with the sticks, he comments, “you are all working really hard to solve our recess problem of odd and even numbers and he watches for positive interactions among his students.”
As a final step, He brings the class together to discuss the mathematical concepts that they have been exploring and the poster project they are crating. He shares the positives about what he has observed.
Each of these steps reflects his efforts to support his students in developing the academic and social emotional language that is needed to feel safe a sense of belonging valued and competent. As an aside, at recess, he observed that they took these concepts to heart on the playground and in his classroom. In other words, they demonstrated in words and deeds their interest in working together. Judie is going to share with us some example of this type of positive asset based language